Transcript Fall Gifted Institute - Edgewood Independent School

Giftedness & EISD GT ID Process
Definitions of Giftedness
From Webster's Encyclopedic Unabridged
Dictionary of the English Language (1989)
gifted- (gif'tid) adj. 1. having great special
talents or ability: the debut of a gifted
artist. 2. having exceptionally high
intelligence: gifted children.
Gifted and talented children are those identified by
professionally qualified persons who by virtue of outstanding
abilities are capable of high performance. These are children
who require differentiated educational programs and/or
services beyond those normally provided by the regular school
program in order to realize their contribution to self and
society.
Children capable of high performance include those with
demonstrated achievement and/or potential ability in any of the
following areas, singly or in combination:
1. General intellectual ability
2. Specific academic aptitude
3. Creative or productive thinking
4. Leadership ability
5. Visual and performing arts
U.S. Office of Education Definition
(Marland Report, 1972)
(This is used by many states and school districts)
Three Ring Definition of Giftedness:
Joseph Renzulli
(1985 in The Schoolwide Enrichment Model)
Gifted behavior consists of behaviors that reflect an interaction among three basic
clusters of human traits: these clusters being above average general and/or specific
abilities, high levels of task commitment, and high levels of creativity. Individuals
capable of developing gifted behavior are those possessing or capable of developing
this composite set of traits and applying them to any potentially valuable area of
human performance. Persons who manifest or are capable of developing an
interaction among the three clusters require a wide variety of educational
opportunities and services that are not ordinarily provided through regular
instructional programs.
Task
Commitment
Creativity
Above
Average
Ability
Area for most
gifted
behaviors
Federal Definition of
Children With Outstanding Talent
Children and youth with outstanding talent perform or show the potential
for performance at remarkably high levels of accomplishment when
compared with others of their age, experience, or environment.
These children and youth exhibit high performance capability in
intellectual, creative, and/or artistic areas, possess an unusual
leadership capacity, or excel in specific academic fields. They require
services or activities not ordinarily provided by the schools.
Outstanding talents are present in children and youth from all cultural
groups, across all economic strata, and in all areas of human
endeavor.
(From: Programs for Improvement of Practice. (1993). National Excellence: A Case for
Developing American''s Talent. (p. 26). Washington DC: US Department of Education,
Office of Educational Research and Improvement. Available online:
http://www.ed.gov/pubs/DevTalent/index.html)
TEXAS State
Definition of Gifted
Chapter 29. Educational Programs
Subchapter D. Educational Programs for Gifted and Talented
Students
¤29.121. Definition
In this subchapter, "gifted and talented students" means a
child or youth who performs at or shows the potential for
performing at a remarkably high level of accomplishment
when compared to others of the same age, experience, or
environment and who:
(1) exhibits high performance capability in an
intellectual, creative, or artistic area;
(2) possesses an unusual capacity for leadership;
or
(3) excels in a specific academic field.
Fifteen Student Characteristics of
Potential Giftedness
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Student’s use of language.
Quality of student’s questions.
Quality of examples, illustrations, or elaborations that a student uses in explaining
some thing or in describing events or in telling stories.
Student’s use of quantitative expressions and quantitative reasoning.
Student’s ability to devise or adopt a systematic strategy for solving problems and to
change the strategy if it is not working.
Special skills students exhibit that are unusual for their age or grade.
Student’s innovative use of common materials in the classroom or outside of it.
Student’s breadth of information.
Student’s depth of information in a particular area.
Student ’s collections of materials or hobbies.
Student’s persistence on uncompleted tasks.
Student’s absorption in intellectual tasks.
Extensiveness of student’s exploratory behavior.
Student’s criticalness of his or her own performance.
Student’s preferences for complexity, difficulty, and novelty in tasks.
Adapted from Elizabeth Hagen, Identification of the Gifted: pgs. 23-26
Characteristics of the GT Student
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Learns more rapidly
Stronger need to know (curious)
Superior communication skills
Longer attention span
Perceives more unusual relationships
Sees/creates patterns
More intense interests
More intellectually playful
Better at sensing discrepancies
Better retention of information
More imaginative
Characteristics of the
GT mathematics student:
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Solves problems, yet sometimes not able to explain procedures.
Performs computations easily and accurately, but resists extensive calculating
Hypothesizes frequently, seems to make leaps in mathematical reasoning.
Works a long time on challenging problems although there may be no solution
(e.g., trisecting an angle)
Works easily with technology (e.g., calculators, computers) and/or other
measuring device.
Is preoccupied with scales, statistics, records (e.g., the first, highest, the most in
athletics, music trivia) almanacs, globes, maps.
Devises own languages, codes, and number systems.
Is sensitive to patterns in shapes, intervals of music and numerals; patterns in
nature.
Has the ability to translate the unfamiliar abstraction into a familiar form (e.g.,
converting an algebraic idea into his/her own formula or a feeling into a simile or a
metaphor).
Can translate the familiar into an abstraction.
Intuitively solves seemingly difficult problems (such as in mathematics) mentally.
Computes answers in a non-traditional manner.
Uses unusual techniques in problem solving.
Characteristics of the
GT Language Arts Students
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Possesses an extensive vocabulary
Has a keen power of observation
Has a good memory
Perceives abstract ideas rapidly
Has an ability to portray to others feelings, actions, personalities,
and situations
Possesses creativity and inventiveness
Has varied interests
Has a sense of humor; demonstrates an intellectual playfulness
with words
Writes fluently with insight and strong personal voice
Sees relationships among apparently unrelated ideas
Reads avidly ( may have been an early reader)
BRIGHT CHILD
or
THE GIFTED LEARNER
Knows the answers.
Is interested.
Asks the questions.
Is highly curious.
Is attentive.
Is mentally and physically involved.
Has good ideas.
Has wild, silly ideas.
Works hard.
Answers the questions.
Plays around, yet tests well.
Discusses in detail, elaborates.
Top group.
Listens with interest.
Beyond the group.
Shows strong feelings and opinions.
Learns with ease.
Already knows.
6-8 repetitions for mastery.
1-2 repetitions for mastery.
Understands ideas.
Constructs abstractions.
Enjoys peers.
Prefers adults.
Grasps the meaning.
Draws inferences.
Completes assignments.
Initiates projects.
Is receptive.
Is intense.
Copies accurately.
Creates a new design.
Enjoys school.
Absorbs information.
Enjoys learning.
Manipulates information.
Technician.
Inventor.
Good memorizer.
Good guesser.
Enjoys simple, sequential lesson.
Is alert.
Thrives on complexity.
Is keenly observant.
Is pleased with own learning.
Is highly self-critical.
Science-Elementary Example
Or Biology-2nd Period-Secondary Example
Your Name
November 1-20, 2009
Maria
Angelia
Jose
Jose
Mike
Susie
Angelia
Jose
Maria
Angelia
GT Nominations