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Teaching the Gifted:

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Tammy Kirkland

on 7 March 2017

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Transcript of Teaching the Gifted:

Presentation Outline
Statistics of Gifted Students
in Mississippi

Gifted Students
•Total-29,427-6% of Total students
•Hispanics-637 -2%
•Native American-43-0.01%
•Multi-racial-163-0.1%o add text
Gifted Students and Socioeconomic Status
Who are the Gifted?
Two Types of Giftedness

1. High Achieving or School House Giftedness - good
lesson learners in traditional school achievement.

2. Creative Productive - refers to traits that inventors,
designers, authors, artists, and others apply to
selected areas.
A Discussion with a Gifted Teacher
How can you tell if a gifted student is performing to their potential?

How can a general education teacher meet the needs of gifted students in a daily classroom setting?
Tracy Vainisis

Factors Impeding Classroom Success
Lack of content material
Limited classroom management skills
Requiring gifted students to keep pace with the general classroom
Finding and utilizing resources
Lack of planning time
Lack of administrative support
Lack of training
Teaching the Gifted:
A Paradigm Shift

Presented to the University of Mississippi,
World Class Teaching Program Candidates
Summer 2015
By: Tammy Kirkland

I. Goals
II. Discussion Questions:
Do you meet the needs of the gifted students in your classroom?
How do you assess your gifted students?
III. Defining Gifted
Results from a National Teacher Survey
Common Myths about the Gifted
Statistics of Gifted Students in Mississippi
Who are the Gifted? Characteristics of the Gifted
IV. Discussion with a Gifted Teacher (Tracy Vainisis)
Conversation: How can you tell if a gifted student is performing to their potential?
How can a general education teacher differentiate for a gifted student?
V. Factors Impeding Classroom Success for Students and Teacher
VI. Factors Impacting Classroom Success for Students and Teacher
VII. Guest Speaker - Kelly Coltharp: Challenges of a Gifted Student/Challenges of the Teacher/Solutions
VIII. Effective Differentiation Strategies/Focus Strategies
IX. Assessment
- Assessment Issues/Gifted Outcomes/Sample Student Goal Setting
X. Building a Classroom Community
XI. Parental Involvement
XII. Community Service and Leadership Building
XIII. References

1. Acknowledge difficulty in teaching gifted students.
2. Identify different types of gifted students
3. Identify methods to differentiate instruction for gifted students
4. Provide authentic classroom assessment ideas
5. Assist gifted students in establishing relationships with peers
and the community

*Note: All goals and information contained in this
presentation apply to teaching gifted in the regular classroom.
2012-2013 Public School Enrollment
Public School Enrollment
•Hispanic-13,376 -2%
•Native American-1153-0.2%

Total Percentage of Gifted Students
on Free and Reduced Lunch

General Student Pop. Eligible for Free Lunch 62%

•47% of Asian Gifted Students
•82% of Black Gifted Students
•80% of Hispanic Gifted Students
•53% of Native American Gifted Students
•36% of White Gifted Students
(Renzulli, 2013)
Defining Gifted
(Manning 2006)
Natural talent waiting development (Gagne 1995; Tannenbaum 2003)

The ability to use life situations successfully ( Sternberg 2003)

Students endowed with a special aptitude or ability (Webber 1984)

A label for the biological concepts of superior development of various brain functions. (Clark 2002)

Not something that you can develop. You are born with a capacity for knowledge. Learning and understanding come naturally for the gifted. (Morelock 1996)

Affective Characteristics of the Gifted
(Manning 2006)
A Discussion with a Gifted Teacher:

Tracy Vansis, New Albany Middle School
Discussion Questions
1. Do you meet the needs of the gifted students in
your classroom?

2. How do you assess your gifted students?
Factors Impacting Success

Guest Speaker: Kelly Coltharp
Elaboration on

The Challenges a Gifted Student Faces in a General Education Classroom

The Challenges a General Education Teacher Faces Teaching a Gifted Student

Possible Solutions

(Spears, 2014)
Effective Differentiation Strategies
Assessment of Gifted Students
in the General Education Classroom
Assessment: Gifted Outcomes
Parental Involvement
Community Service:
Provides and Promotes Development of Student Leaders
A Look at Community Involvement

5K Run - Ocean Springs
Using Gifted Students to Build
a Classroom Community
Teacher Training
Hold initial parent teacher meeting at the beginning of the school year to discuss the student and individual goals.

Start and sustain a parent advocacy group (Tipton, 2015)

Use the Gifted Outcomes to set and establish individual goals for gifted students

Maintain a two-way line of communication throughout the school year pertaining to student's achievement toward goals.

Provide parents with additional resources such as 48 Essential Links for the Parents of Gifted Children. http://oedb.org/ilibrarian/50-essential-links-for-the-parents-of-gifted-children

(OEBD, 2012)
Collaborate with gifted teachers

Develop District created mini-workshops

One common form of professional learning for inservice teachers
is an education and support package, whereby educators progress
through prescribed materials in an elective and self-paced manner.
(Fraser-Seeto et al, 2015)

North Mississippi Educational Consortium: Professional
development opportunities http://www.virtualeduc.com/nmec/
Additional opportunities (Early Finishers' Centers/Research Projects) are made available for any student who meets participation criteria.

Completed projects will be shared with and enjoyed by the class.

Availability of different educational activities creates a synergy within the classroom and among the students.
(Vainisi/Coltharp, 2015)
(VanTassel-Baska et al., 2005)
A Call for Improved Teacher Training:
Results from a National Teacher Survey
73% agree that too often, the brightest students are bored and under challenged in school.

76% agree that struggling and average students get the most overall attention.

64% agree that they received very little or none at all preparation to teach gifted students in their teacher education program.

Common Myths about the Gifted
(Farkus & Duffett, 2008)
(Renzulli, 2013)
Flexibility in classroom philosophy, instructional strategies, and processes curricular modifications.

Increased expectations for gifted students


Professional Development
Teachers can differentiate through
content, process, product,
and tone of the classroom (environment)

According to student's
Readiness, Interest,
Learning Profile (preferred learning approach)

Through a variety of instructional strategies such as
graphic organizers, scaffolding, learning interest centers,
webquests, independent projects
Focus Strategies
Learning/Interest Centers:

Engaging centers for
students who complete lessons with set criteria. Centers should add
to a subject of high interest.

Individual Research Projects:

Topic should be chosen by the student. Project should include research component, product, and presentation to the class.

- Common themes on using technology in the curriculum included differentiating instruction to equip gifted students with 21st century skills, such as inquiry skills, problem-solving skills, critical thinking , self-regulating skills, and scaffolding their learning
(Tomlinson, 2013)
Grading gifted students on different subject materials and projects is not well received by parents or administrators.

Differentiating classroom grades also involves significant additional planning by the classroom teacher.
(T. Vainsis, personal communication, June 4, 2015)
Individualized Goal Setting for Students:
Assessable and Obtainable
Possible Outcome Categories:
Thinking Skills, Creativity, Group Dynamics, Communication, Research, Self-Directed Learning
(Bean et al, 1994)
Suggested Outcomes for Intellectually Gifted Education Programs
provided by the Mississippi Department of Education can be used
to by the classroom teacher to develop and assess goals for gifted students.
Sample Student Goal Setting
(Spears, 2014)
(Spears, 2014)
New Albany Middle School, Gifted Teacher, New Albany, Mississippi
(VanTassel-Baska et al., 2005)

Personal Goals for Marty Smith

Thinking Skill
: demonstrate ability to use critical thinking skills.

: participate in decision-making activities

Group Dynamics
: participate using leadership styles in small group activities

: demonstrate the argue both sides of an issue

: utilize technology appropriately to facilitate the search for
information, data analysis, and product presentation

Self-Directed Learning
: demonstrate task commitment

John Dewey found that the habits of democracy are most effectively achieved when students, educators, and community members actively work together to address society’s needs
Community Service may be carried out as school-wide events, separately organized school programs, or school-sponsored projects conducted by other organizations, such as the Boys and girls Club and National Honor Society. Examples of service activities could include cleaning up a local park, visiting the elderly, or collecting and distributing food to those in need. (Corporation for National and Community Service, 2008)
Madison Elementary - Community Hero program organized and produced by the school's gifted.
Ocean Springs - 5K Community Run organized and produced by the school's gifted.

(C. Spears, personal communication, June 19, 2015)
(Periathiruvadi & Rinn, 2012)
One important aspect of leader- ship is influencing others to come together around a common vision to bring about a desirable chang . Successful leadership begins with a vision. (Leshnower, 2008)
Bailey, E., Bean, S., Beane, P., Brown, F., Butler, K., Clay, A., . . . Walker, L. (1994, June 6).
Suggest Outcomes for Intellectually Gifted Education Programs: Grades 2-8 in
Mississippi. Retrieved June 19, 2015, from https://districtaccess.mde.k12.ms.us/
curriculumandInstruction/Advanced Learning and Gifted Programs/Forms/AllItems.aspx

Corporation For National And Community Service - Corporation for National and Community
Service - 08_1112_lsa_prevelance.pdf

Farkas, S., & Duffett, A. (2008). “Results from a national teacher survey.” In High achieving
students in the era of NCLB (pp. 49-82). Washington, DC: Thomas B. Fordham Institute.

48 Essential Links for the Parents of Gifted Children. (2012, August 2). Retrieved June 19,
2015, from http://oedb.org/ilibrarian/50-essential-links-for-the-parents-of-gifted-children/

Fraser-Seeto, K. T., Howard, S. J., & Woodcock, S. (2014). An Investigation of Teachers’
Awareness and Willingness to Engage with a Self-Directed Professional Development
Package on Gifted and Talented Education. Australian Journal of Teacher Education,
40(1). Retrieved from http://ro.ecu.edu.au/ajte/vol40/iss1/1

Leshnower, S. (2008). Teaching Leadership. Gifted Child Today, 31(2), 29-35.

Manning, S. (2006). Recognizing gifted students: A practical guide for teachers.
Kappa delta Pi record, 42(2), 64-68.

Periathiruvadi, S., & Rinn, A. (2012). Echnology in Gifted Education: A Review of Best Practices and
Empirical Research. JRTE, 45(2), 153-169.

Renzulli, J. (2013). What Makes Giftedness? A Four-Part Theory for the Development of Creative
Productive Giftedness in Young People. In The Handbook of Educational Theories (pp. 1119-1127).
Charlotte, NC: Information Age Publishing.

Spears, C. (2014, October 1). The New Gifted Contact Person's Training. Retrieved June 11, 2015,
from http://www.mde.k12.ms.us/docs/curriculum- and-instructions-library/gifted-contact-person

Talented & Gifted: Working with High Achievers. (2014). Retrieved June 21, 2015, from

Tipton, K., & Retor, R. (n.d.). Starting and Sustaining a Parent Advocacy Group. Retrieved June 22,
2015, from http://www.magcweb.org/advocacy.htm

Tomlinson, C. (2013). Differentiated Instruction: An integration of Theory and Practice. In The Handbook
of Educational Theories (pp. 1097-1117). Charlotte, NC: Information Age Publishing.

(2010, March 10). Top 10 Myths in Gifted Education. [Video File]. Retrieved from YouTube

VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted
learners in the regular classroom. Theory Into Practice, 44(3), 211-217.
Cognitive Characteristics of the Gifted
(National Association for Gifted Children)
Full transcript