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Whoooo's Gifted?

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Nancy Desbois

on 2 February 2014

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Transcript of Whoooo's Gifted?

Whoooo`s Gifted?
Learning Goals

You will…
-learn the characteristics of giftedness
-understand the implications it has on learning
-see how to adapt the curriculum to meet their needs
-learn some teaching strategies for gifted students
-be introduced to assessment strategies for these students
-understand current issues related to giftedness
-hear of community agencies and organizations available to
support gifted students, teachers and their families

True or False?
“Whooo” if True / “Gifted” if False
Advanced Cognitive Abilities
Advanced Intellectual Curiosity
Heightened Sensitivity and Creativity
Heightened Motivation
Extended Affective Capacities
Implications to Learning
Case Study
The Voice of Gifted Kids
Meeting Their Needs
Teaching Strategies
Classifying Programs for Gifted Students
Assessment Methods
Try These!
Current Issues
Community Agencies/Organizations
By: Nancy, Gladys, Navjot & Candace
An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.

One or more of the following:
Certain behaviours of students who are gifted learners can easily appear to be problems rather than strengths.
Advanced verbal skills
Long attention span
Acquires/retains information easily
Critical thinking

Open-ended, self-directed activities
Research skills
Independent learning
Advanced supplementary/reading
Bloom’s Taxonomy
Depth and breadth of knowledge


5. Students who are gifted are
physically inept, self-absorbed
and narrow minded.

6. Giftedness is a stable, absolute characteristic.

7. It is difficult to identify gifted
students when amongst their peers.

8. Normally, a school system
will find 3% to 5% of the
population gifted.

1. Students who are gifted always
outpace their peers.

2. Gifted kids work harder than their peers.

3. Gifted students react to neglect, inequity like any other student.

4. Students who are gifted usually
enjoy good mental health and tend
to have fewer emotional problems
than the norm.

3. What three letter word can prefix the
following three words to make three
new words?

. . . ACHE
. . . DRUM
. . . NEST

2. Karen likes 400 but not 300;
she likes 625 but not 624; she likes
121 but not 122.

Does she like 2500 or 2400?

5. What is the word coiled inside
this circle?

4. Put the appropriate plus (+) or minus
(-) signs between the numbers, in the correct places, so the sum total will equal 1.

0 1 2 4 8 16 = 1





Which of the lettered designs best completes
the sequence in the first row?

Sheila Bennett, Don Dwort, & Ken Weber, Special Education in Ontario Schools, 6th Edition
The Ontario Curriculum Unit Planner, Special Education Companion Ministry of Education, 2002
Clark, Barbara, 2008, Growing Up Gifted, 7th Ed., Pearson, New Jersey
Rakow, Susan, Ph.D., 2005, Educating Gifted Students in Middle School; A practical guide, Prufrock Press, Inc, Texas
Smutny Franklin, Joan, 2011, Teaching Advanced Learners in the General Education Classroom: Doing More with Less, Corwin: A Sage
Company, California

Traits of Gifted and Talented Kids: http://www.showandtellforparents.com/wfdata/frame161-1017/pressrel43.asp

"Whoo" if True
"Gifted" if False
"Whoo" if True
"Gifted" if False
Classification of the programming provided for students identified as gifted can be more complicated for school boards. Generally the programs can be described in one of the following two ways:

1) Subjects of courses with modified expectations
2) Alternative programs

For example, for the learning expectation “Describe the high structure (as opposed to basic) and function of the major organs in all of the (instead of one of the) organ systems." The assessment method could be: “A 30-45 minute oral presentation (as opposed to a short oral presentation) using visual aids and a handout."
Assessment and
1) Novel assessment methods
2) Assessment must also tolerate various learning styles and diverse backgrounds
3) Encouraging the gifted to do projects and portfolios in thematic units of integrated curriculum and concept-based instruction emphasizes the scientific and research process within an integrated framework
4) The modification of such content, process and product requires a high level of flexibility in the instructional practices of the teachers.
Stepien, W. J., Ghallagher, S. A., & Workman, D. (1993). Problem-based learning for traditional and interdisciplinary classrooms. Journal for the Education of the Gifted, 16, 338-357.

Moltzen, R. (1996). Characteristics of gifted children. In D. McAlpine & R. Moltzen (Eds.), Gifted and talented: New Zealand perspectives (pp. 43-62). Palmerston North, New Zealand: ERDC Press.
IEP Scavenger Hunt
1) 4 groups
2) Break down one section of IEP
3) Jigsaw to share information

Gifted and Talented Education Home - Curriculum Support - NSW
Special Education Services - Peel District School Board
ABC Peel Chapter
National Society for the Gifted and Talented: NSGT
Student Support Services - Gifted and Talented Education Program
Counseling the Gifted: Counseling Issues

• Being practical in gifted identification
• Discrimination and gifted identification
• Separate classes
• How to program
• Limits to the category
• Survival
• Gifted education for primary
• Gender
• Stereotype

Thank You!
Characteristics that stand out
Mixture of interacting characteristics
Multiple forms of intelligence
Ways of Defining Giftedness
Read the case study in
your group.
Answer the questions.
Be prepared to share.
Kyle, Lydia, Colin

-the characteristics of giftedness
-the implications it has on learning
-how to adapt the curriculum to meet their needs
-some teaching strategies for gifted students
-assessment strategies for these students
-current issues related to giftedness
-community agencies and organizations available to
support gifted students, teachers
and their families
Today we talked about...
Full transcript