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Workshop on “Giftedness: Realizing the Potential” 27.4.2006 (Thur) Maggie Gibson INTENDED OUTCOMES Work through aspects of “Giftedness: Realising the Potential” Concept of giftedness Characteristics of gifted students Identification strategies Programming options CONCEPT OF GIFTEDNESS What does “gifted” mean? SPARTA 6th century BC Boys - those identified physically superior attended military school trained for combat "defects" disposed of CHINA - Tang Dynasty AD 618 Prodigies - girls and boys Differentiated learning for "gifted" : Reading memory reasoning sensitivity JAPAN 17th Century Commoners loyalty obedience humility diligence Elite Confucian classics Martial Arts history composition calligraphy moral values etiquette GALTON 1869 INTELLIGENCE keenness of one’s senses vision audition reaction time smell touch natural selection and hereditary IDENTIFICATION visual / auditory acuity tactile sensitivity reaction time BINET and SIMON 1905 Commissioned to devise a test to identify children who did not function as well in usual school setting to develop appropriate intervention programmes. Test focused on ability to: pay attention memory judgement reasoning comprehension Test score designated a Mental Age – top 1% GIFTED Belief that children can grow in intelligence LEWIS A. TERMAN 1916 “Godfather of gifted movement” Americanised Binet / Simon test = Stanford Binet Test Used Chronological Age CA and Mental Age MA to help determine Intelligence Quotient IQ ie IQ = MA / CA Top 1 % gifted Concept of Giftedness Pre 1940’s Giftedness is the top one per cent of general intellectual ability, as measured by the Stanford–Binet intelligence scale or a comparable instrument. •1957 •USSR •First artificial satellite •“Space race” •Investigation into science education United States Office Of Education (1972) Gifted and talented children are those identified by professionally qualified persons as capable of high performance demonstrated by achievement and/or potential ability in any of the following areas, singly or in combination: **General intellectual ability **Specific academic aptitude **Creative or productive thinking **Leadership ability **Visual and performing arts ability **Psychomotor ability (manual dexterity & sport) Gina Ginsberg (1977) a little earlier a little faster and probably a little differently from most other children Pre 1980’s Gifted identified as successful, motivated individuals showing exceptional ability / aptitude in a specific domain or combination of domains. Columbus Group (1991) Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. This uniqueness of the gifted renders them particularly vulnerable. Françoys GAGNÉ 2002 Giftedness * possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one’s age. * outstanding potential rather than outstanding performance. Talent * achievement or performance at a level significantly beyond what might be expected at a given age. TALENTS Fields relevant to school-age youth GIFTEDNESS Aptitude domains INTELLECTUAL ACADEMICS (language, science,…) CREATIVE GAMES OF STRATEGY (Clues, puzzles, video..) SOCIOAFFECTIVE DEVELOPMENTAL PROCESS Learning - Training - Practising SENSORIMOTOR TECHNOLOGY (Mechanics, computers..) ARTS ( Visual, drama, music..) SOCIAL ACTION (Tutoring, school politics..) OTHERS (Extrasensory perception, gift of healing…) BUSINESS (Sales, entrepreneurship..) ATHLETICS & SPORTS GIFTEDNESS INTELLECTUAL DOMAIN Outstanding potential and/or ability in areas that require mastery of a set of formalised symbols, such as language, numbers or both. Involves reasoning, memory making judgements… IQ scores, achievement scores and academic scores reflect this type of giftedness CREATIVE DOMAIN Outstanding potential or achievement in areas that require open, original and uniquely productive thinking or action. It may be demonstrated through visual or performing arts, in academic areas, business, politics, or in the social arena. Involves inventiveness, humor.. SOCIOAFFECTIVE DOMAIN Outstanding potential and/or performance in the areas of social and personal abilities. Involves leadership, empathy and self-awareness. SENSORIMOTOR DOMAIN Outstanding potential and/or performance in activities requiring large-muscles, small-muscle, and hand-eye coordination. Involves strength, control, endurance and flexibility. OTHER Extrasensory perception, gift of healing…… IDENTIFICATION PURPOSE OF IDENTIFICATION Diagnose student’s level of functioning – achievements, potential and level of giftedness Determine student’s educational needs Develop appropriate programmes NOT LABELLING SUBJECTIVE / INFORMAL / QUALITATIVE MEASURES Judgement based structured observations. Include teacher, parent, peer, and self nominations, anecdotal records from previous teachers and the child’s family, checklists, surveys, work samples Parent Nomination Most parents accurate in their assessment of their child’s ability Provides valuable information from settings outside school May be unaware of their child’s potential in relation to other children Some under or over estimate their child’s ability May be reluctant to identify their child’s advanced ability because of concerns regarding the attitude and perceptions of the school Peer Nomination More limited information available from young children but generally accurate Peers may nominate students who appear to be underachieving May nominate friends May hide abilities because they are seeking acceptance by the desired peer group Self Nomination Usually accurate Requires supportive approach to gain accurate information Best in an interview situation Some (particularly girls) will not self nominate over concerns with possible peer rejection Interest inventories may provide useful information Multiple Intelligence and learning styles inventories may be useful Teacher Nomination Sees student in a range of learning situations within the classroom and the wider school setting Underachieving and unmotivated learners may be missed Dependent on the challenge and rigour of the teaching and learning program Misconceptions about giftedness can influence teacher’s observations and conclusions Personal beliefs and attitudes, expectations and assumptions may influence observations Accuracy of observation increased with teacher awareness of characteristics of gifted students SUBJECTIVE / INFORMAL / QUALITATIVE MEASURES OBJECTIVE / FORMAL QUANTITATIVE MEASURES Judgement based structured observations. Include teacher, parent, peer, and self nominations, anecdotal records from previous teachers and the child’s family, checklists, surveys, work samples Standardised tests of potential or achievement. Include IQ tests and other forms of psychometric testing, standardised performance tests, dynamic testing and off level testing. OBJECTIVE / FORMAL QUANTITATIVE MEASURES •Psychometric / IQ Tests, WPPSI – III, WISC IV, Stanford Binet V •Teacher Made Tests specific Learning Area •Off – level Tests 2-3 ahead of year level •Dynamic Test pretest-intervention-post test •Aptitude Test OLSAT •Standardised Tests Uni NSW Competitions, TORCH May require trained personnel to administer Some pick up underachievers May be culturally exclusive or exclude language disabled, ESL students Identify achievements in particular area Provide profiles of student strengths and weaknesses Generally reliable predictors of academic success in school type tasks Provide information on cognitive functioning to assist in placement and progression CHARACTERISTICS UNIVERSAL CHARACTERISTICS – primary / secondary students Ask probing, provocative questions See and create patterns and relationships between simple and complex concepts, concrete and abstract Become passionately, deeply absorbed Learn complex concepts quickly, easily Reason beyond age peers Retain large volume of information Become frustrated with slow pace of work, when things are predictable Show preference for independent work Advanced vocabulary Good sense of humor Alert and observant Individualistic Self – motivated, self-sufficient Curious, wide range of interests Task Behaviours of gifted students in school setting Characteristics Alert and observant Good sense of humour Comprehends, recognises relationships High academic achievement Fluent, verbal facility Individualistic, challenges ideas Self-motivated, self-sufficient Positive Behaviours Negative Behaviours Characteristics Positive Behaviours Negative Behaviours Alert and observant Recognises problems Corrects adults Good sense of humour Able to laugh at self Plays tricks or makes jokes at the expense of others Comprehends, recognises relationships Able to solve social problems alone Interferes in affairs of others High academic achievement Does school work well Brags, egotistical, impatient with others Fluent, verbal facility Forceful with words, leads peers in positive ways Leads others into negative behaviours Individualistic, challenges ideas Asserts self and ideas, has own sense of uniqueness Has few friends, nonconforming, stubborn in beliefs Self-motivated, self-sufficient Requires minimum direction or assistance Is over-aggressive, challenges authority Characteristics Positive Behaviour Negative Behaviours Learns rapidly and easily Memorises and masters basic facts quickly Easily bored, resists drill, disruptive Reads intensively Reads many books, uses library on own Neglects other responsibilities Advanced vocabulary Communicates ideas well Shows off, invokes peer resentment Retains a quantity of information Ready recall and responses Monopolises discussions Long attention span Sticks with a task or project Resists class routine, dislikes interruption Curious, has a variety of interests Asks questions, is excited about ideas Goes off on tangents, little follow-through Works independently Creates and invents beyond set task Reluctant to work with others Task Gifted or High Achiever? High Achiever Gifted Knows the answer Asks the questions Is interested Has good ideas Works hard Answers the questions Listens with interest Learns with ease 5-8 repetitions for mastery Understands ideas Completes assignments Enjoys group work Is receptive Enjoys school Absorbs information Technician High Achiever Gifted Knows the answer Asks the questions Is interested Is highly curious Has good ideas Has outlandish ideas Plays around, tests well Works hard Enjoys group work Elaborates, discusses at length Displays strong opinions, feelings Already knows 1-2 repetitions for mastery Constructs abstractions Initiates projects Prefers adults, works alone Is receptive Is intense Enjoys school Enjoys learning Manipulates information Inventor Answers the questions Listens with interest Learns with ease 5-8 repetitions for mastery Understands ideas Completes assignments Absorbs information Technician PROGRAMMING Levels of Thinking Original BLOOM’S TAXONOMY Knowledge } } Comprehension Application Analysis Synthesis Evaluation LOTS Nouns HOTS 1956 Revised BLOOM’S TAXONOMY Verbs 1990 Remember Understand Apply Analyse Evaluate Create DIVERGENT COMPLEX SYNTHESIS (create) EVALUATION (evaluate) ANALYSIS (analyse) APPLICATION (apply) COMPREHENSION (understand) KNOWLEDGE (remember) SIMPLE CONVERGENT KNOWLEDGE (remember) VERBS Examples of question stems Can the student call informationdates, events, places, ideas? LIST What did the say about? NAME TELL LOCATE WRITE FIND RECOGNISE WHO? WHEN? WHERE? Who invented ? When did ___discover____? Which ___decided ? COMPREHENSION (Understand) VERBS Can the student explain ideas or concepts? EXPLAIN OUTLINE RESTATE TRANSLATE DESCRIBE INTERPRET SUMMARISE PARAPHRASE Examples of question stems Who do you think ? What was the main idea ? Can you briefly outline ? What does show us? APPLICATION (apply) VERBS Can the student use the new information in another familiar situation? SHOW USE ILLUSTRATE CALCULATE CONSTRUCT COMPLETE CLASSIFY SOLVE IMPLEMENT CARRY OUT Examples of question stems How could you illustrate ? What questions would you ask ? How could you model ? Which factors would you change ? ANALYSIS (analyse) VERBS Can the student differentiate between constituent parts, see patterns, organise parts? EXAMINE COMPARE CONTRAST CATEGORISE SEPARATE DISTINGUISH ORDER INFER Examples of question stems How is similar to____? What must you know for to be true? What was the underlying theme of ? How did compare with ? EVALUATION (evaluate) VERBS Can the student justify a decision or course of action, recognise subjectivity? JUDGE SELECT CHOOSE DECIDE JUSTIFY DEBATE RECOMMEND ARGUE ASSESS Examples of question stems How effective is ? Do you believe Why or why not ? ? What do you think about Justify your position. ? What changes to would you recommend? SYNTHESIS (create) VERBS Can the student generate new products, ideas or ways of viewing things? CREATE INVENT COMPOSE DESIGN IMAGINE IMPROVE PREDICT PROPOSE WHAT IF..? REWRITE Examples of question stems What would happen if ? Can you design a to ? How many ways can you ? Can you see a possible solution to ? Knowledge (remember) Factual Knowledge Comprehension (understand) Concept Knowledge Application (apply) Procedural Knowledge Analysis (analyse) } Evaluation (evaluate) Synthesis (create) What do I think about this? What questions should I be asking myself? Am I asking myself enough questions? …………………….. Knowledge (remember) } } Comprehension (understand) Application (apply) Analysis (analyse) Evaluation (evaluate) Synthesis (create) Basics, Foundations Consumers Manipulation Perspective Opinion Moving on Relationship Relationship 1.View a series of art works from the 1800’s to the 2000’s that depict the human form. What are the similarities & differences? ANALYSIS (of elements) 2.Most models are considered to be about 10% below normal weight range. Debate whether the promotion of these media images is healthy. EVALUATION (making a judgement) 3.Predict what might happen if all people were required to look as similar as possible? SYNTHESIS (making predictions) 4.Select the artwork (activity 1) you consider to be the best. Describe why. What criteria are you using? 5.Use a dictionary to record the meaning of the word “beauty.” Use a thesaurus to find synonyms and antonyms of the word “beauty” EVALUATION (applying criteria) KNOWLEDGE (of definitions) 6.What do you understand by the saying “Beauty is in the eye of the beholder”? COMPREHENSION (of non-literal statements) 7.From the definitions 8.Describe the models 9.Research why some of beauty in activity 5, featured in popular teen flowers are provide examples from magazines. What “attractive” to your own experience commonalities are animals and insects? that illustrate the there? Why are groups Prepare a two minute in society over – oral presentation definition. represented or undersummarising your represented? findings. APPLICATION (providing examples) ANALYSIS (of relationships) COMPREHENSION (of explanations) 10.Create a symbol or icon that encapsulates the meaning of beauty. SYNTHESIS (conveying ideas & feelings) 11.Brainstorm a list of people who are (or have been) considered beautiful. 12.Write an application for a job as a model (male or female) for a teen magazine. KNOWLEDGE (of facts) APPLICATION (extrapolation) DIVERGENT COMPLEX 3 10 4 2 EVALUATION 8 1 ANALYSIS 12 7 6 9 SIMPLE CONVERGENT SYNTHESIS 5 11 APPLICATION COMPREHENSION KNOWLEDGE Bloom’s Application EXAMPLES KNOWLEDGE / COMPREHENSION Make a list of and explain the main events of the story. APPLICATION Construct a diorama (3D scene) to show the setting of the story. SYNTHESIS Identify an important decision in the story. Rewrite a part of the book to show what might have happened if a different decision was made. SYNTHESIS Design a new dust jacket for the book. ANALYSIS Create a story web or Mindmap on paper or computer (try Inspiration) KNOWLEDGE / COMPREHENSION Draw the main events in order. APPLICATION Make a travel brochure about places in the story. EVALUATION Write and present an advertisement about your book. SYNTHESIS Pretend that you are one of the characters and write a letter to another character. Knowledge (a) (b) 10 points Comprehension List issues / concerns the Kaurna people had about the arrival and settlement of the Europeans. (b) List 5 issues / concerns the Europeans had once they arrived in the colony of S.A. Explain why the Europeans decided to migrate to S.A. (Present at least 3 reasons). 3 points Application 8 points Analysis Sketch a view of life in the 1830/40’s in Adelaide. Highlight clothing, transport, buildings, lobs, different groups of people… Use the Venn Diagram to compare and contrast your daily life with that of a child who came to S.A. in the 1830/40’s. 8 points Evaluation 12 points Synthesis 20 points The “Free Emigration” poster said, “the ship’s accommodation are unusually spacious “and lofty… with comfort for all passengers.” What does this mean? Use the article, “Sailing to S.A.” to help present your point of view. Imagine you are the captain of a ship with 100 settlers. You decide to settle on an island where there are only 50 native people. Create 5 laws that you would make to ensure the native people and your settlers live in peace and harmony. OUR PLACE IN SPACE Remember Use at least 2 of the following sites as well as your own resources to compile a list of 20 facts about our universe. OR Complete the “Planets Facts” sheet. Use excel or graphs to show differences between some features of these planets. Understand Develop a Travel Diary to explain what an astronaut would see and experience if he/she travelled past 10 features of our universe. OR Develop a glossary that explains and illustrates 10 features of our universe. OR Design a computer game or website that would teach the player / viewer facts about our universe. OR Carry out research on Black Holes to prepare and present an oral presentation for your peers. OR What is a galaxy, how is it formed, where it is found…..? What is so special about the Milky Way? APPLY Complete the following work sheets to prepare and present a practical demonstration for your peers.: “Light and Lighter” and “Planet Facts”. OR Complete the “Night Sky” work sheet. OR Create a timeline to show how the universe has developed over time ANALYSE Complete the “Taking Pictures in Space ” work sheet. Present your picture with an explanation of the process you used to get this final product. OR Use a Venn Diagram to compare and contrast attributes/properties/features of Earth with 2 other planets in our Solar System. OR Complete the “Tides” work sheet. Use the information from this sheet to explain the consequences if the tide didn’t happen. You are the leader of a scientific team going to carry out investigations on Mercury. Which of the following items would / wouldn’t you take with you to help carry out your work, to relax and survive for the next 3 months? You may wish to use the following table to record you point of view: Item Matches Air bed Tent Water Spade 30m length of rope Lap top Microscope Frozen food Scooter Hair dryer Sun tan lotion Wall clock Radio Why I would take this Why I wouldn’t take this EVALUATE Complete the “Technology and Space” work sheet. Use the information to present arguments for and against their value / benefits to humans. OR Use diagrams and labels to explain what an eclipse is. Explain why some people, just like primitive people from the past, are still afraid of an eclipse. OR (a) Research and explain what the Big Splash is about. (b) Interview at least 4 adults to determine whether people believe this theory, explaining why / why not. OR How does spending billions of dollars on Space exploration benefit the global community? Present arguments for and against this spending. CREATE Select and investigate a gaseous planet from our solar system. Use this information to design a space pod that would allow a NASA team to carry out experiments on that planet. Your design must include labels and explanations to highlight aspects of your design. OR Produce a Travel Brochure advertising a holiday at the Saturn Hilton or Venus Hilton. Elaborate on what you would see, what you would do for sport and relaxation, how you would get there, how much it would cost… Use travel brochures from a travel agent to develop a checklist of features your brochure must include. KNOWLEDGE Provide 5 examples of polygons and 5 examples of polyhedra Find examples o the following polyhedra in daily life…….. COMPREHENSION Explain where the names for polygons and polyhedra come from? Provide explanations for polygons and polyhedra Use resource 36.S.97 to construct the irregular polyhedra. Create a flow chart for the following polyhedra:cube, square prism, tetrahedron, octahedron and icosahedron. Sort the following objects into polyhedra or polygons……….. Use Euler’s Rule to show the relationship between features of polyhedra. Provide 4 examples Use the isometric graph paper to draw 2 simple polyhedra and 2 complex polyhedra ANALYSIS What are the similarities and differences between: - the Great Pyramid of Giza, the Great Cheops, Khephren, Mykerenos and Quetzalcoatl? What is an Acoustic Chamber? What polyhedra are commonly used in one, why? What is the importance of angles in the construction of polyhedra? Provide examples where appropriate. What is the relationship between polygons and polyhedra? Polyhedra are found in the world of molecules. Which polyhedra do you find in Methane? What other polyhedra do we find in other molecules? Which is the most common polyhedra found in the built environment? Why is this so? Provide examples. SYNTHESIS Polyhedra are often used in modern art/ sculptures. For example: - “Cubi” series by David Smith. Create and present either a drawing or sculpture that uses polyhedra. Create a challenging fitness course for a gymnast using a range of polyhedra. Explain why you selected these polyhedra and how they would benefit the gymnast Activity Brainstorm all the possible causes for a tooth falling out. Categorise your ideas Fill in the Fishbone Over which causes do we as human have some control? EVALUATION Which is the more rigid – square prism or triangular prism? Present reasons for your decision. Application- Your school Class topics / themes / concepts students have worked on or will be working on…… How could you use the Fishbone? What is the relationship with the Fishbone and Bloom’s Taxonomy? Is size important to the design? Could it be smaller, larger, wider….? Does the choice of colour make a difference? Could it have been darker, lighter? What is it used for? Could it have other uses? What is it made out of? Is the choice in materials important to the design and function? Could other materials been used? List the individual parts. What are these parts for? How important are they to the whole design? Is shape important to this design? Could other shapes been used? Why, why not? TASK Design Brief Context Statement: You have been asked by a computer furniture company to design a new chair that can be packed up and carried away by the owner. It should include facilities to store the owner’s disks and CD’s. Ideally, it should be lightweight or be able to be pulled along to protect the owner’s back, and be sufficiently attractive to encourage the public to buy it. Task: use the BAR Key and SCUMPS to come up with your new design. Draw a picture/ diagram to show what it looks like and label all parts. Restrictions: You have 15 min to complete your draft. You must clearly show what has been made BIGGER, ADDED TO, and REPLACED from the original design, and its SIZE, COLOUR, the various PARTS of the design , what MATERIALS will be used for the various parts and the overall ergonomic SHAPE Evaluation: Share your design with your group, explaining its design. Your group will evaluate your design using PMI. SCUMPS S C U M P S Size Why this size? Colour Why this colour? Uses What are its uses? Materials Why these materials? Parts Why these parts? Shape Why this shape? Langrehr, J, 1994 Application- Your school How could you use SCUMPS? What is the relationship with SCUMPS and Bloom’s Taxonomy? CONSIDERATIONS What are your Intended Outcomes? How will these strategies hence students’ thinking so that they are more critical, analytical and creative? Use the strategies to support your teaching and learning activities.