Workshop on Workshop on “Giftedness: The Big “Giftedness: The Big

picture”picture”

26.4.2006 (Wed)26.4.2006 (Wed)

Maggie GibsonMaggie Gibson

Intended OutcomesIntended Outcomes

Share “Big Picture” – Gifted Share “Big Picture” – Gifted Education in Australia, in Education in Australia, in particular, South Australiaparticular, South Australia

Highlight main features of Highlight main features of Giftedness: Realising the Giftedness: Realising the PotentialPotential, it’s role in staff , it’s role in staff professional development in professional development in South AustraliaSouth Australia

OverviewOverviewGE in AustraliaGE in Australia

Most programs centred around Most programs centred around secondary level with elite secondary level with elite academic specialist schools and / academic specialist schools and / or academic specialist classesor academic specialist classes

Long tradition Long tradition Several selective high Several selective high schoolsschools

catering for academically catering for academically gifted gifted studentsstudents in Years 7-12 and dozens of in Years 7-12 and dozens of full-time self contained / opportunity full-time self contained / opportunity classesclasses

16 000 applicants for 4 000 places16 000 applicants for 4 000 places Trained staff sharing expertise with Trained staff sharing expertise with

other schools other schools

New South New South WalesWales

QueenslandQueensland

Few targetted centres of Few targetted centres of academic excellence academic excellence

Support other schools with ideas Support other schools with ideas and resourcesand resources

VictoriaVictoria

Started specialist classes in Started specialist classes in 1990’s1990’s

30 classes30 classes Applicants from around VictoriaApplicants from around Victoria Linked programmes with Linked programmes with

universitiesuniversities

Western AustraliaWestern Australia

One elite academic school One elite academic school concentrating on Mathematics concentrating on Mathematics and Humanitiesand Humanities

6 specialist schools working with 6 specialist schools working with neighbouring primary schools – neighbouring primary schools – Year 6/7 students nominated for Year 6/7 students nominated for enrichment programmes enrichment programmes

Sport Sport One High school coordinating One High school coordinating

southern sports programme, southern sports programme, Seven schools with specific focus Seven schools with specific focus

– selection process– selection process One primary school with specific One primary school with specific

focusfocus

Languages Languages

Two schools – selections processTwo schools – selections process SecondarySecondary Specialist programme within the school Specialist programme within the school

MusicMusic

Three schools – selection processThree schools – selection process Secondary Secondary Specialist programme within the school Specialist programme within the school

Agriculture Agriculture

One school – selections processOne school – selections process Secondary Secondary

Mathematics and Science Mathematics and Science One school – selection processOne school – selection process University campusUniversity campus Secondary Secondary

All state fundedAll state funded Roles and responsibilities for own Roles and responsibilities for own

site and support for other sitessite and support for other sites Currently under reviewCurrently under review

Academic Academic

1.1. IGNITE programme –IGNITE programme – three secondary schoolsthree secondary schools funded by statefunded by state specialist classes – selection processspecialist classes – selection process responsibilities to own site and support responsibilities to own site and support

for other schoolsfor other schools presentpresentlyly under review under review

Services for a FEW students

Mentoring, individualized programs, I EP’s, year level/subject acceleration, dual enrolment,

Services for SOME students

Ability / interest groups, modified contracts, IEP’s, independent projects–individual and small group, SHI P Class at Seaton High, curriculum compacting,

Services for MANY students

Competitions, Debating, TOM, Readers’ Network, performing / visual arts groups, bands, choir, peer tutoring

Services for ALL students

Thinking skills –critical/ creative/caring, learning /working styles, Habits of Mind, team projects, quest speakers, excursions,

GIFTED PROGRAM WESTERN SHIP PROJECT

full time coordinator, second phase full time coordinator, second phase

of 4 year focusof 4 year focus release time for staff – release time for staff –

collaborative / individual planning, collaborative / individual planning, observationsobservations

opportunities for professional opportunities for professional development – within own site, development – within own site, across cluster and district across cluster and district

ResourcesResources

POLICY STATEMENTPOLICY STATEMENTGIFTED LEARNERS POLICYGIFTED LEARNERS POLICY

DefinitionDefinition““Giftedness” refers to a student’s outstanding ability or potential in one or more Giftedness” refers to a student’s outstanding ability or potential in one or more areas such as general or specific intelligence, creative thinking, psychomotor areas such as general or specific intelligence, creative thinking, psychomotor ability, visual and performing arts or interpersonal and intrapersonal skills.ability, visual and performing arts or interpersonal and intrapersonal skills.““Talent” refers to an individual’s outstanding performance in one or more fields Talent” refers to an individual’s outstanding performance in one or more fields within these areas such as writing, leadership or dance. within these areas such as writing, leadership or dance.

PrinciplesPrinciplesStaff at Grange Primary strive to provide the resources, support structures and Staff at Grange Primary strive to provide the resources, support structures and processes to identify gifted students work in partnership with students, families processes to identify gifted students work in partnership with students, families and the community to optimise learning outcomes for gifted students.and the community to optimise learning outcomes for gifted students.

PracticesPracticesOur practice is to: adopt a multifaceted approach to identification of giftedness Our practice is to: adopt a multifaceted approach to identification of giftedness that encompasses the different domains identify gifted students as early as possiblethat encompasses the different domains identify gifted students as early as possiblesupport and challenge gifted students through classroom methodologies and support and challenge gifted students through classroom methodologies and specific differentiation programmes.specific differentiation programmes.

IdentificationIdentificationAt Grange Primary School gifted students are identified as a result of observations At Grange Primary School gifted students are identified as a result of observations and information from a range of sources, including:and information from a range of sources, including:

Formal strategies Formal strategies Psychologists’ reportsPsychologists’ reportsRaven’s Progressive Matrices. All Year 3 and Year 5 students complete the Standard Raven’s Progressive Matrices. All Year 3 and Year 5 students complete the Standard

Progressive Matrices in Week 5, Term 1Progressive Matrices in Week 5, Term 1

Informal strategiesInformal strategies Teacher observations and anecdotal notesTeacher observations and anecdotal notes Checklists of traits and characteristicsChecklists of traits and characteristics Cumulative school historyCumulative school history InterviewsInterviews Competition results (eg Uni NSW, Oliphant Science Awards, TOM)Competition results (eg Uni NSW, Oliphant Science Awards, TOM) Nomination forms (parent and teacher) Nomination forms (parent and teacher) See Appendices B and CSee Appendices B and CDifferentiation Differentiation Differentiation programmes will be negotiated and based on individual Differentiation programmes will be negotiated and based on individual

student’s needs. Differentiation strategies may includestudent’s needs. Differentiation strategies may include Year level acceleration (Year level acceleration (see Appendix D for guidelines)see Appendix D for guidelines) Early Entry Early Entry (see Appendix E for guidelines)(see Appendix E for guidelines) Subject accelerationSubject acceleration Working with a mentor/LAPWorking with a mentor/LAP Enrichment /extension programmes including work with local High Enrichment /extension programmes including work with local High

SchoolsSchools Individual contracts with modifications in content, processes and Individual contracts with modifications in content, processes and

productproduct Higher Order Thinking Strategies integrated in classroom Higher Order Thinking Strategies integrated in classroom

programmes programmes (see Thinking Skills Continuum policy)(see Thinking Skills Continuum policy) Competitions including Tournament of the Minds, Oliphant Science Competitions including Tournament of the Minds, Oliphant Science

Awards, Uni NSW, Future Problem Solving, Math Olympiad, Poetry.Awards, Uni NSW, Future Problem Solving, Math Olympiad, Poetry.

An Individual Education Plan (IEP)An Individual Education Plan (IEP) will be completed for early entry will be completed for early entry students and for those students who are capable of work at a students and for those students who are capable of work at a significantly higher level than their age peers and require provisions significantly higher level than their age peers and require provisions beyond that currently offered within the class. beyond that currently offered within the class. (see Appendix F)(see Appendix F)

Classroom teacherClassroom teacher   Integrate tool / strategy in teaching and learning programIntegrate tool / strategy in teaching and learning program Explicitly use terminologyExplicitly use terminology Work collaboratively with staffWork collaboratively with staff Share good practicesShare good practices Actively seek and participate in T & D sessionsActively seek and participate in T & D sessions Develop class posters….Develop class posters….

ADMINISTRATIONADMINISTRATION

Provide resources for staff development—books, personnel, Provide resources for staff development—books, personnel, release time, staff meeting times, learning teams planning time, release time, staff meeting times, learning teams planning time, consumables ……..consumables ……..

Positive and constructive feedbackPositive and constructive feedback

COMMITTEECOMMITTEE

Inform school communityInform school community Negotiate with admin for staff developmentNegotiate with admin for staff development Collect and collate data regarding implementation of continuum, Collect and collate data regarding implementation of continuum,

staff needs….staff needs….

ResourcesResources Gifted Students Policy Folder Gifted Students Policy Folder

definitiondefinitionidentification practicesidentification practiceschecklistschecklistsroles and responsibilitiesroles and responsibilities

Thinking Skills Continuum Staff Resource Thinking Skills Continuum Staff Resource FolderFolder

policy statementpolicy statementtheory and explanation theory and explanation exemplarsexemplars

Within the class Across the school

Creative/productive thinker

competitions – debating, chess, Oliphant Science Awards, Tournament of the Minds, Council Book Making competition Performances – percussion group, writing scripts to choreography –dance, midi pads

Specialist programs – PE, Media Studies, Dance, Music, Drama

Leadership and Interpersonal skills

Study life of real leaders – look at positive/negative influences these leaders Class meetings, SRC representation Group Skills -

Provide real opportunities for leadership -SRC Leadership week

- Sports Captains - Library monitors - Buddy class - CATutoring - Community projects - Assemblies/visitors/guides - Work shadowing to see leaders at work - peer mediators

Psychomotor ability Classroom daily fitness- circuits., distance run, relays, health hustle, obstacle course. Sport lessons Competition between classes – basketball, hockey, table-tennis, soccer Electives Clinics – Eagles, Football, Cricket, Baseball, Hockey

Whole school Advanced PE SAPSASA – Netball, cricket, softball, football, Sports Day Saturday Sport/afterschool sport- basketball, cricket, soccer, Auskick, tennis, Little Athletics Lunchtime activities Electives –netball, baseball, table tennis, cooking, art, needlework

Specific academic Area(s) General intelligence

Mentors Individualised program ability groups within classroom- math, reading, spelling

Subject /year level acceleration Cluster Readers’ Network Science, Art, Math enrichment

Programs with Seaton High School Peer tutors Independent research program with

librarian Cross –age tutoring

Science Enrichment classes

Leadership programme

Visual Arts enrichment

Mathematics extension

Science Enrichment classes

Leadership programme

Visual Arts enrichment

Mathematics extension

Readers’ Club

Science Enrichment classes

Leadership programme

Visual Arts enrichment

Mathematics extension Dance enrichment

Readers’ Club

Seaton High Seaton High Gifted ClassesGifted Classes

Years 8,9,10Years 8,9,10

Together for core subjects – Together for core subjects – English, English, Mathematics, Science, Society and Mathematics, Science, Society and Environment, Japanese and Physical Environment, Japanese and Physical EducationEducation

With other year 8,9,or 10 students With other year 8,9,or 10 students for choice subjects – for choice subjects – such as The Arts such as The Arts and Technologyand Technology

Senior YearsSenior Years

Placement based on:Placement based on: Interests and abilitiesInterests and abilities Requirements for chosen post Requirements for chosen post

secondary coursessecondary courses

Seaton High Seaton High Gifted ClassesGifted Classes

Senior Years subject choices include:Senior Years subject choices include:

Advanced Mathematics StudiesAdvanced Mathematics Studies Advanced Mathematics SpecialistAdvanced Mathematics Specialist Advanced EnglishAdvanced English Chemistry Chemistry Physics Physics Biology Biology ElectronicsElectronics Modern HistoryModern History Business StudiesBusiness Studies Construction TechnologyConstruction Technology Computer Control TechnologiesComputer Control Technologies Information TechnologyInformation Technology

Universities, TAFE, industry linksUniversities, TAFE, industry links

Philosophy ClassesCan you be sure that any particular fact will never be useful?

Can you really be sure about anything?

Are people well educated if they know a lot about literature, Science, Mathematics….?

What makes us decide to do something?

Can people believe in contradictory things at the same time?Would you be contradicting yourself if you said, “I know that I don’t know anything.”?

Can you / should you try to please everyone all of the time?

Underachievers and gifted students with learning disabilities - dyslexia

FranFranççoys GAGNoys GAGNÉÉ20022002

GiftednessGiftedness

* possession of * possession of natural abilitiesnatural abilities or aptitudes at levels or aptitudes at levels significantly beyond what might be expected for one’s significantly beyond what might be expected for one’s age. age.

* outstanding * outstanding potentialpotential rather than outstanding rather than outstanding performance.performance.

TalentTalent

* * achievementachievement or or performanceperformance at a level significantly at a level significantly beyond what might be expected at a given age.beyond what might be expected at a given age.

CREATIVE DOMAINCREATIVE DOMAIN

Outstanding potential or achievement in areas that require open, Outstanding potential or achievement in areas that require open, original and uniquely productive thinking or action. It may be original and uniquely productive thinking or action. It may be demonstrated through visual or performing arts, in academic areas, demonstrated through visual or performing arts, in academic areas, business, politics, or in the social arena.business, politics, or in the social arena. Involves Involves inventiveness, humor..

GIFTEDNESSGIFTEDNESS

INTELLECTUAL DOMAININTELLECTUAL DOMAINOutstanding potential and/or ability in areas that require mastery Outstanding potential and/or ability in areas that require mastery of a set of formalised symbols, such as language, numbers or of a set of formalised symbols, such as language, numbers or both. Involves reasoning, memory making judgements… both. Involves reasoning, memory making judgements…

IQ scores, achievement scores and academic scores reflect this IQ scores, achievement scores and academic scores reflect this type of giftednesstype of giftedness

OTHERExtrasensory perception, gift of healing……

SOCIOAFFECTIVE DOMAINSOCIOAFFECTIVE DOMAINOutstanding potential and/or performance in the areas of social and Outstanding potential and/or performance in the areas of social and personal abilities. Involves leadership, empathy and self-awareness. personal abilities. Involves leadership, empathy and self-awareness.

SENSORIMOTOR DOMAINSENSORIMOTOR DOMAINOutstanding potential and/or performance in activities requiring Outstanding potential and/or performance in activities requiring large-muscles, small-muscle, and hand-eye coordination. large-muscles, small-muscle, and hand-eye coordination. Involves strength, control, endurance and flexibility.

Identification measures fall into Identification measures fall into two basic categoriestwo basic categories

OBJECTIVE / FORMAL QUANTITATIVE MEASURES

Standardised tests of potential or achievement.

Include IQ tests and other forms of psychometric testing, standardised performance tests, dynamic testing

and off level testing.

SUBJECTIVE / INFORMAL / QUALITATIVE MEASURESJudgement based structured

observations. Include

•teacher, parent, peer, and self nominations,

•anecdotal records from previous teachers and the child’s family,

checklists, surveys, work samples

Levels of ThinkingLevels of Thinking

SYNTHESIS (create)

EVALUATION (evaluate)

ANALYSIS (analyse)

APPLICATION (apply)

COMPREHENSION (understand)

KNOWLEDGE (remember)

SIMPLE

CONVERGENT

COMPLEX

DIVERGENT

What is involved in What is involved in critical thinking?critical thinking?

Inductive thinkingInductive thinking Deductive thinkingDeductive thinking Evaluative thinkingEvaluative thinking

MM What are the author’s / presenters What are the author’s / presenters main pointsmain points??

EE What What evidence / examplesevidence / examples does the author / does the author / presenter presenter provide?provide?

LTLT What What language / techniqueslanguage / techniques does the author / does the author / presenter use in presenter use in is / her line of thinking?is / her line of thinking?

AA What What assumptions assumptions does the author / presenter make?does the author / presenter make?

BB What What biasesbiases does the author / presenter show in his / does the author / presenter show in his / her line her line of thinking?of thinking?

RR How How relevantrelevant is this information? is this information?

CC How How crediblecredible is the author / presenter? What is the author / presenter? What might the might the consequencesconsequences be if readers/listeners/viewers be if readers/listeners/viewers believed the believed the author/presenter?author/presenter?

SS

CC

UU

MM

PP

SS

Size Why this size?

Colour Why this colour?

Uses What are its uses?

Materials Why these materials?

Parts Why these parts?

ShapeWhy this shape?

Resource 5.9, page 137

Langrehr, J, 1994

What if we had no building regulations?

Buildings collapse

Streets blocked

Injuries

Hobbies

Family

Friends

Roles

Husband

Scaffolding

Report writing

Paragraph 1INTRODUCTION

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 6

Paragraph 5

Paragraph 7

Paragraph 8

Paragraph 9CONCLUSION

Creative Thinking Creative Thinking Skills TrainingSkills Training

learning the tools of creative thinking

using the tools in real life problem-solving situations

S substitute C combineA adaptM modify / magnify /

minifyP put to other usesE eliminateR reverse / rearrange

CCreativereative PProblemroblem SSolvingolving

VERBAL/LINGUISTIC

NATURALIST LOGICAL/MATHEMATICALMUSICAL/RHYTHMIC

BODILY/KINAESTHETIC

INTRAPERSONAL

VISUAL/SPATIAL

INTERPERSONAL

RATIONALERATIONALE  

EVERYONE’S RESPONSIBILITYEVERYONE’S RESPONSIBILITY

COMMON mindset— COMMON mindset—

concept of giftednessconcept of giftedness

affective and cognitive affective and cognitive characteristicscharacteristics

classroom strategiesclassroom strategies

COLLABORATIVE PLANNINGCOLLABORATIVE PLANNING

Focus QuestionsFocus Questions

What is giftedness? What is giftedness? What do I believe is an appropriate definition of What do I believe is an appropriate definition of

giftedness? giftedness? How have definitions of giftedness evolved and How have definitions of giftedness evolved and

changed over time?changed over time? What are the characteristics and behaviours of What are the characteristics and behaviours of

gifted students?gifted students? How do these characteristics and behaviours relate How do these characteristics and behaviours relate

to students I am working with or have worked to students I am working with or have worked with? with?

Intended Intended OutcomesOutcomesParticipants will:Participants will: understand and be able to explain the understand and be able to explain the

evolution of the concept of giftednessevolution of the concept of giftedness be familiar with a variety of definitions of be familiar with a variety of definitions of

giftednessgiftedness be able to describe a variety of the most be able to describe a variety of the most

commonly observed characteristics, traits commonly observed characteristics, traits ane behaviours associated with giftednessane behaviours associated with giftedness

recognise the Betts and Neihart profiles of recognise the Betts and Neihart profiles of gifted students.gifted students.

1.3