Talented and Less Talented Children ,Proficient And

7/23/2019 Talented and Less Talented Children ,Proficient And

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TALENTED AND LESS

TALENTED CHILDREN

,PROFICIENT AND NONPROFICIENT LEARNERS,WAYS

OF IDENTIFYING THEM,

NURTURING THEM.


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INTRODUCTION

Exceptional children are those children who deviate

significantly from the normal ones.

In other words children who show a considerable deviation

from what is supposed to be normal or average to their group

are labeled as exceptional children.

The exceptional may be significantly below average orsignificantly above average in the various aspects of human

knowledge and development.

Such children are so exceptionally inferior or superior to the

normal children in terms of physical development, mentalability, social behaviour and emotional reactions that they

experience a sort of maladjustment in life.

They need special care and education for their proper

adjustment and maximum utilization of their abilities.


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'Gifted' refers to children with high potential (basically

due to their inheritance) while 'talented' means that

they display skills which are advanced when compared

to other children of their age.Many different terms are used to describe gifted

children, for example, gifted, talented, special

abilities, exceptionable, and highly creative.

Popular opinion often associates giftedness with highintelligence and talent with a high level of

performance in such areas as music, art, craft, dance, or

sport.


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Being gifted means being exceptional in one or

more are as compared to other people of a

similar age.

Giftedness is inherited (nature) but is alsodeveloped by external influences (nurture).

Giftedness can be found among people from all

cultural, ethnic, and socio-economic groups and

among people who have physical, sensory, and

learning disabilities.


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WHAT IS GIFTEDNESS?

Giftedness means being exceptional in one or

more areas compared with ones peers.

It can be found among people from all cultural,

ethnic, and socio-economic groups.

People who have physical, sensory, and learning

disabilities can be gifted as well.

Gifted children commonly show high levels of

ability, creativity, and task commitment.


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Prefers older companions

Has a wide range of interests

Has a great sense of humor

Is an early or avid reader (if too young to read, loves

being read to)

Is concerned with justice/fairness

Has keen powers of observationAt times, demonstrates a judgment that is mature for

age

Is highly creative

Tends to question authority


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WHAT MAKES A CHILD GIFTED

AND TALENTED?

Giftedness is due to a combination of factors

including what the child inherits genetically, the

development of the child before birth, and the

nurturing of the child.Giftedness is hard to define, and not surprisingly,

a number of definitions of giftedness exist.


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It is generally accepted that a gifted child would

have the potential to perform at a level that is

significantly beyond that of the majority of other

children of the same age, in one or more skillareas such as language, problem solving, physical

or interpersonal skills.

A gifted child may have the potential to become,

for example, a great artist, thinker or athlete.

A gifted and talented child not only has this

potential, but is developing the skills to perform

at this advanced level.


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Through their interactions with others and with their

environment, they are becoming much more able than

other children to do some things.

For example, they may be able to engage in very 'adult'conversation at a very young age, or hit a tennis ball

much harder and more accurately than expected.

A child may be gifted with the potential to develop

advanced skills in many areas, but will become talentedin those areas that are available to him or her.

Early identification of a child's giftedness may mean that

the child has access to more support to develop skills in

many areas, so that the child can find interests that willbring him or her great pleasure


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HOW TO SUPPORT A GIFTED CHILD

Many gifted children are more sensitive than their peers.

Gifted children may face a range of challenges, including

being distanced from their peers by their advanced

abilities and having to deal with unrealistic expectations.

They need to be nurtured; their giftedness and learning

need to be valued; and they need to be given time,attention, and patience and to be supported to expand

their skills.

A gifted childs learning opportunities are enhanced when

parents and teachers work in partnership, sharinginformation and ideas.


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Learning opportunities for encouraging giftedness include:

community programmes and events, extra-curricular

activities, clubs, mentors, resources, such as books,

games, puzzles, art materials, musical instruments, andtechnologies, such as the Internet and computer

programs.

Parents can help their gifted children to overcome

difficulties by keeping the communication lines open,providing opportunities for their children to make

friends, and helping their children develop strategies to

deal with problems such as teasing and perfectionism.


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WHAT HAS BEEN GIVEN FOR THE

EDUCATION OF GIFTED CHILDREN

Selection

No separate classes

Curriculum

Faster promotions to higher classesIndividual education

Extracurricular activities

Facilities and apparatus


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SOME BASIC REQUIREMENTS

Gifted children often need certain basic conditions to grow and

bloom. These conditions include:

A Nurturing Environment

Time, Attention, and Patience

Learning Opportunities, Experiences, and Resources


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HOW TO IDENTIFY GIFTEDNESS

Gifted children's behavior differs from that of their age-mates in the following ways:

Many gifted children learn to read early, with better

comprehension of the nuances of language.

As much as half the gifted and talented population haslearned to read before entering school.

Gifted children often read widely, quickly, and intensely

and have large vocabularies.

Gifted children commonly learn basic skills better, morequickly, and with less practice.

They are better able to construct and handle

abstractions


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They often pick up and interpret nonverbal cues and can

draw inferences that other children need to have spelled

out for them.

They take less for granted, seeking the "how's" and

"whys."

They can work independently at an earlier age and can

concentrate for longer periods.

Their interests are both wildly eclectic and intensely

focused.

They often have seemingly boundless energy, which

sometimes leads to a misdiagnosis of hyperactivity.

They usually respond and relate well to parents,

teachers, and other adults. They may prefer the company

of older children and adults to that of their peers.


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They like to learn new things, are willing to examine the

unusual, and are highly inquisitive.

They tackle tasks and problems in a well-organized,

goal-directed, and efficient manner.

They exhibit an intrinsic motivation to learn, find out, or

explore and are often very persistent. "I'd rather do it

myself" is a common attitude.


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LEARNING CHARACTERISTICS

Gifted children are natural learners who often show manyof these characteristics:

They may show keen powers of observation and a sense

of the significant; they have an eye for important details.

They may read a great deal on their own, preferringbooks and magazines written for children older than they

are.

They often take great pleasure in intellectual activity.


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They are often skeptical, critical, and evaluative. They

are quick to spot inconsistencies.

They often have a large storehouse of information about

a variety of topics, which they can recall quickly.They readily grasp underlying principles and can often

make valid generalizations about events, people, or

objects.

They quickly perceive similarities, differences, andanomalies.

They often attack complicated material by separating it

into components and analyzing it systematically.


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CREATIVE CHARACTERISTICS

Gifted children's creative abilities often set them apart from their age-mates. These characteristics may take the following forms:

Gifted children are fluent thinkers, able to generate possibilities,

consequences, or related ideas.

They are flexible thinkers, able to use many different alternatives and

approaches to problem solving.They are original thinkers, seeking new, unusual, or unconventional

associations and combinations among items of information.

They can also see relationships among seemingly unrelated objects,

ideas, or facts.

They are elaborate thinkers, producing new steps, ideas, responses, orother embellishments to a basic idea, situation, or problems.

They are willing to entertain complexity and seem to thrive on problem

solving.

They are good guessers and can readily construct hypotheses or "what if"

questions.

Th ft fthi i li d


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They often are aware of their own impulsiveness and

irrationality, and they show emotional sensitivity.

They are extremely curious about objects, ideas,

situations, or events.

They often display intellectual playfulness and like to

fantasize and imagine.

They can be less intellectually inhibited than their peers

are in expressing opinions and ideas, and they often

disagree spiritedly with others' statements.

They are sensitive to beauty and are attracted to

aesthetic values.


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IDENTIFICATION OF GIFTEDNESS

IN YOUNG CHILDREN

There are a number of characteristics that can signal to a

professional that a young child might be gifted. There are

behaviors that can be observed that indicate when a childs

thinking or learning is advanced. Examples include:

early development of language

abstract thinking

strong memory

a capacity to focus and concentrate on tasks of interest

intellectual curiosity

a strong motivation to learn.


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PROFICIENT AND NON PROFICIENT

LEARNER

In education, the term proficiency is used in a variety ofways. Most commonly in reference to,

Proficiency levels, scales and cut off scores on

standardized tests and other forms of assessment.

Students achieving or failing to achieve proficiencylevels determined by tests and assessments.

Students demonstrating or failing to demonstrate

proficiency in relation to learning standards.

Teachers being seemed proficient or nonproficient onjob-performance evaluations.


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To understand how proficiency works in educational

contacts, it is important to recognize that all

proficiency determinations are based on some forms ofstandards or measurement system, and that

proficiency levels change in direct relation to the

scales, standards, tests and calculations methods being

used to evaluate and determine proficiency.


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The major issues related to proficiency

determinations in education.

High standards vs. low standards.

One source of debate is related to the standards uponwhich a proficiency determination is based and whether

the standards are being applied consistently or fairly to

produce accurate results. Some may argue, for example

that the standards or cut off scores for proficiency on agiven test are too low , and therefore the test results will

only produce False positives i.e. they will indicate that

students are proficient when they are not.


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Common systems vs. disparate systems;-

Since proficiency must be determined by some form of

measurement system- whether it is a certain percentage

of correct answers on a test or a highly sophisticatedmathematical algorithm , as with Value-added measures

and in teacher evaluation proficiency determinations can

be more or less accurate based on the quality of the

system being used or they can be comparable orincomparable


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Learning vs. reporting:-

As described above, it may be possible for students to learn

a lot in schools but still appear to have learned very littledue to the systems and standards being applied, or due to

the misalignment of teaching and testing. Students may

learn important skills in school such as problem solving

and researching that are not specifically evaluated bytests or they may have learned a large body of knowledge,

just not the knowledge evaluated by a given test or

assessment

Appropriatevsinappropriateproficiencylevels:


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Appropriate vs. inappropriate proficiency levels:-

Proficiency determinations are the object of debates

related to the appropriateness or in appropriateness of a

given proficiency scale, standard or system. Is it

appropriate to hold on a non-English speaking student

to the same proficiency standards as measured by the

same English language tests as a native English-

student? Teacher evaluations are another object of

debate and controversy on this issue, particularly whenit comes to factoring student achievement in to

performance evaluation.


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REFORM

Proficiency based learning is generally seen as an alternative to

more traditional approaches in which students may or may not

acquire proficiency in a given course credit, get promoted to the next

grade level, or graduate .

The goal of proficiency based learning is to ensure that more

students learn what they are expected to learn, the approach can also

provide information about student learning progress , which can help

them more precisely identify academic strengths and weakness as

well as the specific concepts and skills students have not yet mastered.

When schools transition to a proficiency based system, it can entail

significant changes in how a school operates and teaches students,

affecting everything from the schools educational philosophy and

culture to its methods of instruction testing, grading, reporting,

promotion and graduation.

Schools may use different methods of instruction and assessment to

determine whether students have achieved proficiency learning

pathways, personal learning, plans, portfolios, rubrics and capstone

projects


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ELL PROFICIENCY LEVELS:Level 1 Basic

Students at this level have very limited or no

understanding of English. They rarely use English for

communication. They can respond nonverbally to

commands, statements and questions in simple form. As

their oral comprehension measures they begin to usesimple words and phrases, and may use English

spontaneously.

Level2Lowintermediate:


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Level 2- Low intermediate:-

These students can understand short conversation on

simple topics .They rely on familiarity, they use

repetition, gestures and non verbal cues to sustain

conversation. When reading students at this level can

understand basic narrative text and authentic materials,

although they will be below grade level. They rely on

contextual and visual cuse to aid in comprehension. They

can begin to identify the main idea and supportingdetails of passages. They can write simple notes and

make brief journal entries using basic vocabulary and

common language structures. Frequent errors are

characteristics at this level.


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Level-3: High intermediate:

At this level students can understand standard speech

delivered in most settings with some repetition and re-

wording. They can understand the main idea and somedetails of extended discourse. They can communicate

orally in most setting. Students at this level can

comprehend the contents of many texts independently,

although they still may not be on grade level, they still

require support in understanding accadamic text. They

can read many literature selections for pleasure. They

can write multi paragraph compositions, journal entries,

letters and relative passages. They can present their

thoughts in an organized manner but errors may still bepresent.


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Level 4: Proficient:

Students at this level have adequate language skills for day

to-day communication. Occasional, structural and lexicalerrors still occur. They may still have difficulty with

idiomatic expressions and words with multiple meanings.

They may still have difficulty with complex structures and

abstract academic concepts, but are able to communicate

in English in new or unfamiliar settings. Students at thislevel write for personal and academic purposes.

Structures Vocabulary and overall organizations should

approximate the writing of native speakers at their level.

However it is still possible for errors to occur


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Level-5: Advanced proficient:

Students at this advanced level have demonstrated English

proficiency as determined by state assessment

instruments (ELPA-English- Language-Proficient-Assessment). They are expected to be able to participate

fully with their peers in graduate level content area

classes


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CONCLUSION

All children have special talents that need to be noticed andnurtured so they will do well in school and in their later

lives.

In the past, poor students, students with limited English

language skills, and students from diverse cultures have

been overlooked by schools when they selected children for

programs for the gifted.

Schools used a very narrow definition of intelligence that

did not account for the different ways that children show

their abilities, or for the fact that some children havedifficulty in showing their talents at all.

Now, though, schools are using broader- and fairer--methods

to identify children with special talents, and the students in

gifted programs represent much more varied backgrounds

Parentscanbeveryimportantinhelpingtheirchildren


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Parents can be very important in helping their children

develop their talents by working with them at home.

Parents can also make schools aware of their children's

talents, and work with them to make sure that their

children are in a program that challenges them

intellectually and responds to their educational and

emotional needs.


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THANK YOU

Talented and Less Talented Children ,Proficient And

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