Gifted Students: Who Are They? What Do They Need?...Gifted students do not need interventions to be...
Transcript of Gifted Students: Who Are They? What Do They Need?...Gifted students do not need interventions to be...
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Gifted Students: Who AreThey? What Do They Need?
Tamra Stambaugh, Ph.D.Director, Programs for Talented YouthResearch Assistant Professor, SPEDVanderbilt Universitywww.pty.vanderbilt.edu
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Developing Talent in Gifted Students andThose Who Work With Them
Their Educators
Gifted Students
Their Families
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Definitions - USDOE Children and youth with outstanding talent perform or
show potential for performing at remarkable highlevels of accomplishment when compared with othersof their age, experience, or environment.
These children and youth exhibit high performancecapability in intellectual, creative, and/or artistic areas,possess an unusual leadership capacity, or excel inspecific academic fields. They require services oractivities not ordinarily provided by the schools.
Outstanding talents are present in children and youthfrom all cultural groups, across the economic strata,and in all areas of human endeavor.
» National Excellence Report, USDOE, 1993
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Think About the Gifted Students You Know…What’s Wrong with This Picture?
Polly, 2001
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Albert Einstein’s Desk:Princeton, 1955
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School forthe Gifted
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Characteristics Precocious Intense – about issues of interest Sensitive Thrive on complexity – enjoy ambiguity,
question authority, note inconsistencies Perfectionistic Asynchronous in development Large Vocabulary
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Dabrowski’s Overexcitabilities PsychomotorPsychomotor
– Rapid speech– Marked enthusiasm– Fast games/sports– Pressure for action– Compulsive talking– Impulsive actions– Nervous habits– Sloppy handwriting– Disorganization– Caution: ADD – H or I
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ImaginationalImaginational– Frequent use of
metaphor and simile– Facility for invention or
fantasy– Elaborate dreams– Mixing truth & fiction– Detailed visual recall– Fears of unknown– Imaginary playmates– Longer pretend play
(stuffed animals,costumes)
– Caution: Anxiety,Stress, Phobias
SensorySensory– Heightened sensory
pleasure: seeing,smelling, tasting,touching, hearing
– Over/under eating– Allergies
– Caution: OCD,Rigidity
– “Mini Monks”
Dabrowski’s Overexcitabilities
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Dabrowski’s Overexcitabilities IntellectualIntellectual
– Curiosity– Intense concentration– Avid reading– Love of learning– Introspection– Capacity for sustained intellectual effort– Theoretical/Moral thinking– Precise– Argumentative– Multipotentiality– “Actually”…..– Caution: ODD
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Dabrowski’s Overexcitabilities EmotionalEmotional
– Intensity of feeling– Strong ties and
attachments– Self-evaluation and
judgment– Identification of
others’ feelings– Somatic expressions
(stomachaches,blushing, flushing)
– Inhibition (shyness,timidity)
– Fears and anxieties(feelings of guilt)
– Feelings ofinadequacy andinferiority
– Perfectionism/procrastination
– Caution:Depression
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Common Myths
Gifted students are gifted in most academic areas. Gifted students are typically straight “A” students. Teachers, counselors, psychologists and parents are
well-equipped to work with gifted students. Gifted students do not need interventions to be
successful. They will make it on their own. Parents of the gifted are pushy and over-demanding. Gifted students are socially and emotionally
maladjusted.
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Value-Added Findings
30
40
50
60
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3 4 5 6 7 8
Student AStudent BStandard
--Value Added Assessment: Battelle for Kids, 2005
Student A
Student B
Proficient
Curbing the Trend:AcceleratedCurriculum; Pacing;Like Peers
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In general, gifted children are as welladjusted as most other children
When they do have social/emotional issues,some of the causes are:
Reactions to the gifted label Failure of the educational system to address
uniqueness of learning needs Stress from self-criticalness, perfectionism,
meeting other’s expectations, fear of failure
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Intervening andAdvocating
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Behavior Interventions
Awareness of Gifted Issues:Family, Child, Teachers, Stakeholders
Whose Problem Is It?
Placement with True Peers, AppropriateLevels of Challenge (EARLY), Appropriatepacing and accelerated curriculum to meetneeds, HOTS not MOTS, Interests
Small Group Discussions& Intrapersonal Skills
Psychologist
Individual Counselor
Physician/Psychiatrist
Stambaugh & Stambaugh, 2001
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PossessesAdequateSkills toPerformthe Task
Sets RealisticExpectations and
ImplementsAppropriateStrategies toSuccessfully
Complete Goals(Self-Regulation)
TaskEngagement
andAchievement
Achievement-OrientationModel
Confident in OneʼsAbility to
Perform the Task(Self-Efficacy)
Expects to Succeed / be Supported(Environmental Perception)
Values theTask or
Outcome(Meaningfulness /Goal Valuation)
Motivation
Teachers Family Peers
Each of the four elements of the model (Meaningfulness, Self-Efficacy, Environmental Perception, and Self-Regulation) is usually present in individuals whoachieve at a level commensurate with their abilities. Some of these factors may be stronger than others, but overall, achievement-oriented individuals display acombination of all four traits. Remediation can be based on diagnosing which element or elements are deficit and addressing them. Two individuals might havevery different remediation programs based on their achievement-orientation profiles.
Siegle,2009
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Best Educational Strategies
Grouping with Like Academic Peers Rigorous Curricular Opportunities
– Harder Questions, Books, Concepts– Whole to Part Ideas– Habits of the Discipline– Different not More of the Same– In Place of – Not In Addition to
Pursuit of Interests Extra-curricular Academic Opportunities
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Most Damaging Strategies
Success without Work Peer-Tutoring Lack of an Academic Peer Group High Expectations Without Support Negative Behavior Modification Plans
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Talking with Teachers Praise First & Assume Partnership Ask How Your Child is Performing in
Comparison to Others, on DiagnosticTests – LISTEN
Explain What You See at Home/Don’tConvince
Don’t Use Word “bored” or “needs morechallenge” – be specific
Ask for Advice/Suggestions Make a Suggestion if None (“I was
wondering if…) Monitoring/Contracts/Systems in Writing Patience and Home Enrichment Small Steps
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Parenting the Gifted Talk to your child about being gifted -
What does gifted mean? What does itnot mean? Dispel myths.
Help the child develop strengths inareas of interest.
Differentiate expectations betweencognition and emotional regulation
Remember asynchrony and treat thechild of the moment
Giftedness is not an excuse for poorbehavior
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I’m thinkinghe’s a
prodigy…
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Parenting the Gifted Child Remember the 4 C’s
– Choices, Cheers, Challenges, Control Separate the behavior from the child Teach them how to fail and take risks in safe
environments (Fail early and then move on) Acknowledge attempts and hard work more than
outcomes (Mindset)– Effort versus Achievement– Internal vs. External Rewards/Goal Setting
Provide accurate, specific, liberal praise Watch out for: “should”, “ought”, “if you’re so smart
then…”, and sarcasm Teach coping skills and help them reframe ideas
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The SAVY Experiencein Talent Development
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Academic Grouping and Interaction with Like Peers– Chance to Feel “Normal”
Accelerated, Research-based Curriculum– Prescriptive Approach w/pre-assessment– Shown to increase content acquisition and critical thinking
Cultivates Intra and Interpersonal Skills– Interest, motivation, practice, self-esteem, academic
discipline Exposure to Advanced Processes within a Specific
Discipline– Scientific experimentation, problem-based learning, big
ideas within and across disciplines, analysis and criticalthinking
May Reduce Potential Underachievement May Serve as a Crystallizing Experience
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The Integrated Curriculum Model
AdvancedContent
Dimension
Process-Product
Dimension
Issues/Themes
Dimension
- VanTassel-Baska, 1986
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Concept Map of Soil
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Linking to Change as anOverarching Concept
Change is everywhere. Change is related to time. Change can be natural or manmade. Change may be random or predictable.
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Examples of Change
Examine changes in liquids when frozen orheated. (What’s the Matter)
Examine random and predictable changes inweather patterns. (Weather Reporter)
Examine man-made and natural changes inerosion. (Dig It)
Examine how the length of a shadowchanges over time. (Shadow)
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©Javits Project Clarion, Center for Gifted Education, College of William and Mary
SCIENTIFICINVESTIGATION
AND REASONING
MakeObservations
AskQuestions
Learn More
Design andConduct theExperiment
CreateMeaning
Tell OthersWhat Was
Found SCIENTIFICINVESTIGATION
AND REASONING
Whe
el o
f Sci
entif
icIn
vest
igat
ion
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Literature WebKey Words
READING
Feelings
Ideas
Structure
Images/Symbols
CFGE, 1997
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PROGRESS REPORT Spring SAVY 2010
ACCELERATED CONTENT 1 2 3 4 Explains advanced content with clarity and depth Accurately applies the learned content to new situations and tasks
PROCESS 1 2 3 4 Demonstrates an in-depth understanding of sophisticated ideas through products, group discussions, and/or writing
Accurately evaluates posed problems or situations and applies appropriate solutions or methods (through problem-based learning, experiments, high level questioning, and/or writing)
CONCEPTS/THEMES 1 2 3 4 Synthesizes learned content to abstract or overarching ideas within the discipline (e.g. change, systems, cause & effect, mathematical principles)
Demonstrates an understanding of theÒbig ideasÓ of generalizations of the discipline
Student: _______________________________
Course: _______________________________
Teacher: _____________ Date: ___________
1 Rarely
2 Sometimes
3 Most of the time
4 Consistently
Course Objectives:
HABITS OF SCHOLAR 1 2 3 4 Is actively engaged in the course, both verbally and nonverbally Is respectful and tolerant of otherÕs ideas Asks for assistance or clarification when appropriate Perseveres, even when the content is challenging Interacts & collaborates well with peers and instructors Anecdotal Evidence/Instructor Comments:
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SAVY AND SCHOOL Students reported that SAVY, as compared to their typical
school experience, provided:
More academically-minded friends* More difficult courses* More enjoyable classes** Teachers who were encouraging* A stronger desire to attend class* Opportunities to engage in critical thinking*
Students also reported that it was just as easy to make friends, beencouraged by teachers and feel liked both at their school andat SAVY. Parents also found the overall SAVY experience to bepositive and reported that the courses are a good academic fitfor their child.for their child.
*p<.05 ** p<.001
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RemindersReception for Dr. Peters and Time to Talk with Other
Parents
COMMUNICATION FROM TEACHERSVisit the Website: pty.vanderbilt.edu
Parenting the Gifted Support Group2nd – 5th Saturdays – Still a few spots available
Final Saturday – Parent Lecture and Open HouseDeveloping Talent – Dr. Donna Ford (change)
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For More Information
Our savvy SAVY Staff– Educational Consultant/Psychologist
• [email protected]– Co Assistant Coordinators
• Tinsley Webster– [email protected]
• Candice Whitley– [email protected]
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SAVY WELCOMES Dr. Megan Parker-Peters
– Educational Consultant and SchoolPsychologist
Look for– New and Exciting Courses– All Day Summer Classes
• Pre VSA/WAVU Opportunities for 5th/6th
– Testing and Educational Consulting• Screening for SAVY• Full Assessment and Recommendations for
Gifted• Educational and IEP Consulting for Gifted