Transcript GIFTEDNESS AND TALENTEDNESS

Gifted and Talented
Mark Johnson, Tanner Hoffmann,
and Trescha Kay
Ed 351
Definition
“Children and, whenever applicable, youth, who are
identified at the preschool, elementary, or secondary
level as possessing demonstrated or potential
abilities that give evidence of high performance
capability in areas such as intellectual, creative,
specific academic, or leadership ability, or in the
performing and visual arts, and who by reason
thereof, require services or activities not ordinarily
provided by the school”
As provided by the book
Laws & Funding
• No special federal laws that require special
programs
• Jacob Jarvis Gifted and Talented Students
Education Act of 1988
– Provides limited funds
– $10,000,000/yr in recent years
– 30% set aside for National Center
– Direct grants-not leveraged funds
State Laws
• Most States Have Definitions for Gifted and
Talented
• Many States Mandate Services for Students
who are Identified
Gardener’s Multidimensional
Model of Intelligence
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Musical
Body-kinesthetic
Logical-Mathematical
Linguistic
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Spatial
Interpersonal
Intrapersonal
Naturalist
IQ Classifications
125-130
131-144
145-159
over 160
Gifted
Moderately gifted
Highly gifted
Exceptionally gifted
Typical Characteristics
Skills:
• Generalize
• Analyze
• Synthesize new ideas
• Understanding of exceedingly large quantities of information
• Broad and varied interests
• High level of verbal ability
• Flexible thinking skills
• Unusual intensity
• Heightened ability to generate original ideas and solutions
Emotional-Social Characteristics
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Anxiety
Perfectionism
Heightened sensitivity
Loneliness
Social Isolation
Depression in the exceptionally gifted
Causes
• Both nature and nurture
• Depends on both the genetic predisposition of the
individual and on the experiences encountered in that
individual’s environment.
Evaluation
• Use multiple tests
• IQ
• Creativity
• Behavior rating scales
• DISCOVER
• An approach uses problem solving
• Tasks get harder as the test progresses.
Possible Adaptations
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Acceleration
Compact the curriculum
Curriculum extension
Cognitive taxonomies
Autonomous learning model
Inclusion
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Cluster grouping
All-school enrichment programs
Accelerative method
Magnet schools, charter schools, self-contained
classes, special day schools, and residential
schools
Some Questions to Think About
• Does expanding the identification criteria result in the identification of a
greater number of students from under-represented groups than
traditional identification criteria?
• Do identified students who receive the model-based curriculum
outperform identified students who received their school’s general
education curriculum on the extended standard-based assessments, the
structured performance assessments, and/or standardized achievement
measures?
• Do students identified by traditional criteria outperform students
identified by the expanded criteria on standardized measures of reading
and math achievement and performance-based measures?
• Are there any interactions between treatment condition and identification
criteria on standardized measures of reading and math achievement and
performance-based measures?
Cont.
• Does the delivery of the model-based intervention enhance or hinder the
achievement of the non-identified students in the treatment classes? Do
non-identified students in the treatment classes perform as well as nonidentified students in non-treatment classes on standardized measures of
reading and math achievement?
• How do personal and environmental factors shape teachers'
implementation of model-based curriculum units in reading and math?
How do teachers' personal characteristics shape understanding and
implementation of the curriculum? How do grade, department, building,
or district level factors shape teachers' understanding and implementation
of the curriculum?
http://www.gifted.uconn.edu/nrcgt.html