A Resource File. Definitions The term “gifted and talented” when used in respect to students,...
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Transcript of A Resource File. Definitions The term “gifted and talented” when used in respect to students,...
Gifted & Talented
A Resource File
Definitions
The term “gifted and talented” when used in
respect to students, children, or youth means students, children, or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.
Federal Definition
Gifted and talented students are identified as
possessing demonstrated or potential ability to perform at exceptionally high levels in one or more of five areas: intellectual aptitude; specific academic aptitude; creative or divergent thinking; psychosocial skills; or in the visual or performing arts. (KRS 157.200 and 704 KAR 3:285)
Kentucky’s Definition
Precocity – remarkable early development. Insight – the ability to separate/combine various pieces
of information in new, creative, useful ways. Genius – a word sometimes used to indicate a
particular aptitude or capacity in any area; rare intellectual powers.
Creativity – the ability to express novel and useful ideas, to sense and elucidate new and important relationships, and to ask previously unthought-of, but crucial, questions
Talent – ordinarily used to indicate a special ability, aptitude, or accomplishment.
Terminology
An Introduction
There are 3 main types of giftedness:
Analytic Synthetic Practical
Sternberg’s Theory of Intelligence
5 criteria for judging if someone is gifted and
talented: Excellence Rarity Demonstrability Productivity Value
Classification
Depends on the definition Generally, 3-5% of U.S. students are identified
as Gifted and Talented
Prevalence
Kentucky Statistics
Total Student Population (K-12)
750,048
Number of Identified Gifted Students
110,453
Genetic and other biological factors, such as
neurological functioning and nutrition Social factors and physical environments
Stimulation Opportunities Expectations Demands Rewards for performance
Etiology
Nomination phase Screening or identification phase Selection or placement phase
Identification Process
Far ahead of peers in specific areas
Possibly advanced in one area, but not another Learn to read easily Become upset when they are discriminated against or
prevented from reaching their full potential Happy, well-liked, emotionally stable, self-sufficient, and
have a positive self-image Wide variety of interests Appear to make internal and external comparisons of
their work Self-aware, self-assured, socially skilled, and morally
responsible
Characteristics of Gifted & Talented
Students
All cultures have the concept of “giftedness.” The American culture is ambivalent:
Americans like the good things that giftedness brings;
However, Americans do not like intellectual superiority.
Effects of Cultural Values
Many are disadvantaged by life circumstances:
Economic needs Racial discrimination Minorities Disabilities Gender
Females are underrepresented
Underachieves are often overlooked They may underachieve due to emotional problems,
or because the school work is not challenging for them.
Neglected Groups of Gifted & Talented
Children
Education of gifted and talented students
should have 3 characteristics: 1) A curriculum designed to accommodate the
student’s advanced skills 2) Instructional strategies that are consistent
with the learning of the students with extraordinary abilities in the particular content areas of the curriculum
3) Administrative arrangements facilitating appropriate grouping of students for instruction
Educational Considerations
The two most common ways of
accommodating gifted and talented students: Acceleration Enrichment
Educational Considerations
Continued
It is important to identify children early so that
their talents can be further developed. It also helps make sure that a student’s abilities are
not overlooked. Currently, there is more emphasis on older
students with gifts and talents as opposed to younger ones. There is a lack of research to show effective ways to
identify young children (i.e. before 3rd/4th grade). Some school policies refuse to advance students
past their chronological age peers.
Early Intervention
Typically these students have a smooth
transition. Most know their strengths and weaknesses by
this age. Many need personal counseling about further
education and career paths. These are problems that mirror those of
students with disabilities of the same age. Again, acceleration and enrichment are the
two primary accommodations.
Transition to Adulthood
Educational Aspects
Designing, implementing, and assessing to meet the student’s needs.
Gifted and talented students may easily
become bored in class – it is very important to challenge them.
Use Bloom’s Taxonomy:
Differentiation
1) Provide open-ended assignments 2) Create opportunities for collaboration 3) Use tiered assignments 4) Let them pursue independent projects 5) Find the right books 6) Consider an accelerated program 7) Aim for school-wide enrichment
Renzulli’s Seven Strategies
First Step = Pre-assessment If there is no pre-assessment, there is no
differentiation.
Assessment
RtI position paper from the National
Association of Gifted Children www.nagc.org/uploadedFiles/RtI.pdf
Some schools have a gifted and talented program for which students are pulled from class and taken to enrichment.
Intervention
Impact of Gifted and Talented Students
Parents may have to devote extra time to helping
their child develop their gifts and talents. Peers may feel inferior to a gifted student.
They may become discouraged because they aren’t advancing as quickly as their gifted peers.
Educators will consistently be challenged to differentiate their material to best fit the needs of the gifted student. They will have to spend extra time when designing
each lesson to make sure the gifted student will be challenged.
Social Impact
Parents should nurture any gifts they see in
their children. They are usually the ones who see the gift first.
Peers should encourage gifted students to be successful.
Educators should differentiate their lessons to make sure the gifted student is consistently challenged to a higher level of thinking. They should make sure that students are
making year-to-year progress as well.
Overall Impact
Resources
Daviess County Public Schools: http://
www.daviesskyschools.org/content_page2.aspx?cid=570
Owensboro Public Schools: http://www.owensboro.kyschools.us/specialed/Teacher%20Resources/TeacherResources.htm
Local
Kentucky Department of Education: http://
education.ky.gov/specialed/GT/Pages/Gifted-and-Talented-Resources.aspx
National Association for Gifted Children, Kentucky information page: http://nagc.org/index.aspx?id=636
State
National Association for Gifted Children:
http://nagc.org/ Prufrock Press (website with resources and
materials for gifted students): http://www.prufrock.com/
National Society for the Gifted and Talented: http://www.nsgt.org/
National
Information on gifted students can be found
on multiple sites on the internet. I found my best resources through the State
and National resources on the previous slides. Some of those sites will give you even more
information and resources/materials if you become a member.
Tips for Accessing Information
Brescia School of Education
Connections
Ethics Advocacy Service Lifelong Learning
Conceptual Framework
References