Transcript Gifted - NIU College of Education

Gifted
TLSE 240
Does the student…
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Have a curiosity about the world?
Have many interests or hobbies?
Use advanced vocabulary?
Catch on quickly?
Think abstractly?
Then…
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Perhaps he/she
may be gifted or
talented
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There are and have been different definitions
referring to this population
1972 Definition of Gifted and Talented
Children
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Capable of high performance
Require differentiated services/programs
Have demonstrated achievement and potential
ability in theses areas
continued
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General intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership ability
Visual or performing arts
Psychomotor ability
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1978 definition dropped psychomotor ability
1988 definition: high performance capability in
areas such as intellectual, creative, artistic, or
leadership capacity or in specific academic fields.
Requires special services
1994 Definition
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Does not use term “gifted”
Recognized presence of talent among children
across all cultural and socio-economic groups
Potential for remarkably high levels
Require specialized services
Definitions continued
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Some differentiate between gifted
(extraordinary ability and creativity) and
talented (exceptional skills in a specific area
such as art, music, science, or language)
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States use different definition
Not covered under IDEA or 504
Largely up to states and school districts
No requirement for states to develop
programs
Recent Views
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Include a reference to commitment to task
(i.e., motivation and task completion)
View that gifted behavior is an interaction
among ability, creativity, and task
commitment
Some Characteristics
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Outstanding memory
Many interests, hobbies, and collections
Passionate interest
Intense
Strongly motivated in area of interest
May be unwilling to work on other activities
Characteristics continued
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Track two or more things simultaneously
Comes up with better ways to do things
Sensitive
Advanced sense of justice and fairness
Aware of global issues
May work in sloppy or careless manner
Invisible Gifted
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Minorities
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Disabled
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Females
Misconceptions
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Advanced
intellectually but
behind physically,
socially, and
emotionally
Superhuman and
exceptional in every
way
Identification
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Uni dimensional approaches
OR
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Multidimensional approaches
Identification continued
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IQ tests (IQ of 130; 2 SD’s above mean)
Academic assessments
Tasks of creativity
Teacher nomination
Parent suggestion
Observations, rating scales, etc.
Identification continued
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Gardner’s Model of Multiple Intelligence
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Linguistic
Logical-mathematical
Spatial
Musical
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Naturalistic
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May have a screening and/or referral and
evaluation team
If district criteria are met, the student is
recommended for placement, and a plan is
developed
Some Programs/Approaches
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Resource programs
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Self-contained programs
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Inclusion programs
Definitions
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Student acceleration – rapid movement of
student through school (i.e., 16 yr old in med
school)
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Content acceleration – rapid movement
through the curriculum (i.e., 5th grader doing
algebra in 5th grade math class)
continued
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Enrichment – provide supplemental learning
opportunities to branch off the general
curriculum
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Independent learning
Authentic learning
Higher order thinking projects
Community based projects
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continued
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Curriculum compacting – opportunity to
demonstrate what is known about a subject
(i.e., can pretest/test out of something)
Magnet Schools
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Advanced placement classes
College credit for high school classes
Honors sections
Ability/cluster groupings
Groupings
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Need to be with “like-minded” peers for at
least part of the day
Find cooperative learning (mixed ability
groups) too slow and repetitive
Summer camps or programs
Remember the
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Need to be challenged
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DO NOT
Just give them more work
Just let them be peer tutors
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These Students Need
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Different opportunities
Scenarios
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Student “aces” quizzes and tests but never
hands in daily homework which largely
influences grade
Student only performs well on topics of
interest
Student complains to others that the work is
too easy or babyish
May need grading adjustments
 May need support to work in areas
of dislike
 May need to test out of subjects
 May need to learn about individual learning
styles/abilities
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Remember
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These children are
still children
first…with all of
the needs that all
children have