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Educating Gifted Students

Short course in Gifted and Talented Education

Mona Bedwany

on 11 June 2013

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Transcript of Educating Gifted Students

Educating Gifted Students
What does the revised policy say?
Characteristics of
Gifted Students
What does the revised policy say?
• All government schools have a responsibility to educate all students to their potential.
•School communities have a responsibility to develop effective and equitable procedures and developmentally appropriate programs for gifted and talented students.
•Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical.
•Talented students are those whose skills are distinctly above average in one or more areas of human performance.
Key issues for schools
•G&T provisions aren’t a bonus or optional extra -they are a professional obligation

•It’s not an issue of worth, but need

•We shouldn’t confuse personal strengths with giftedness

•We must cater for both talented and gifted students
Identification models
• Evaluation of student responses to a
range of classroom activities
• Nomination by parent/caregiver, peer, self and
• Assessment of responses to challenging
• Off-level testing
• Standardised tests of creative ability
• IQ tests and other culturally appropriate
measures of ability
• Observation and anecdotal evidence
• Behavioural checklists
• Interviews
• Academic grades
•Use multiple criteria – both subjective and objective
Effective identification should
•Be valid, reliable and equitable
•Provide evidence of the students’ ability and their current performance
•Provide pointers to underachievement
•Provide information that initiates appropriate curriculum and programs
Groups at risk of non-identification
•gifted children from economically disadvantaged backgrounds
•culturally diverse students learning English as a second language
•gifted children with a learning disability
•gifted students with physical disabilities - for example visually impaired or hearing impaired gifted students
•gifted students in geographically isolated areas
•gifted students whose love of learning has been dimmed by years of repetitive and unchallenging curriculum
•gifted students who deliberately camouflage their abilities for peer acceptance.
Senate Enquiry, 1988, 2001
IQ and levels of giftedness
Feldhusen, 1993
Mildly 115-129 > 1:40
Moderately 130-144 1:40 – 1:1000
Highly 145-159 1:1000 - 1:10000
Exceptionally 160-179
1:10000 – 1:1million
Profoundly 180+ < 1:1million
Cognitive characteristics

•Superior across an array of cognitive
tasks as early as pre-school
•Rapid learning rate
•Facility for abstraction
•Complex thought processes
•Intellectual curiosity
•Divergent thinking/creativity
•Passion for learning
•Vivid imagination
Affective characteristics

•Mature moral reasoning
•Keen sense of humour
•Emotional intensity
•Concern with justice
•High levels of energy
•Is not more of the same
•Is for all students – according to their needs
•Gifted students need
–Explicit instruction and scaffolding but
not the degree of support and repetition
required by less able students
Differentiated curriculum
Criteria to evaluate the suitability of any curriculum or program for gifted learners
•Would all students want to be involved in such learning experiences?
•Could all students participate in such learning experiences?
•Should all students be expected to succeed in such learning experiences?
What is a differentiated curriculum?
Qualitatively different from the regular
curriculum resulting from modifications to:
–Learning environment
Models of Curriculum
•Blooms Taxonomy of Cognitive Processes
•Williams Model of Cognitive-Affective Interaction
•Krathwohl’s Taxonomy of Affective Processes
•Taylor’s Multiple Talent Model
•Renzulli’s Enrichment Triad Model
•Parnes Creative Problem Solving Model
•Kaplan’s Content-Process-Product Model
The Maker Model
•Expand the content by making it more complex, abstract, varied and organised differently
•Process – change how learning takes place by modifying the level of thinking required, the pace of teaching and the type of approach used
•Modify the product so that students become producers of knowledge rather than consumers – real audiences and real products
•Learning environment should be student-centred, independent, open, accepting, complex, highly mobile
Revised Blooms Taxonomy
Why these models?
•A focus on quality, not quantity
•Strong Link to Quality Teaching
G&T Programs can incorporate:
•Accelerated progression
•Various grouping strategies
•compacting the curriculum
•Extension activities within and
across classes
•Using tiered assignments and/or
assessment tasks
•Independent research tasks
•Negotiating contracts
•Open-ended questions,
activities and assignments
•Mentors with specific
•Online learning
Extension means providing opportunities at a greater level of challenge to the students ie deepening of knowledge, skills and understanding
•Learning centres
•Contract system
•Peer teaching
•Competitions and awards
•Use of IPT's
•Community resources and mentors
Enrichment refers to the broadening of the curriculum to develop knowledge, application, thinking skills and attitudes at the same level as the essential curriculum content
•guest speakers
•Using technology
•Models of curriculum differentiation
Affective Needs of G&T Students
•The forced-choice dilemma: acceptance vs achievement
•To develop coping mechanisms for failure or perceived failure – to take risks
•To access a broad educational experience
•Leadership opportunities
•Community service
Characteristics of Gifted Underachievers
•High IQ
•Poor work habits
•Lack of concentration and effort in undertaking tasks
•Interest in one particular area
•Incomplete work
•Low self esteem
•Emotional frustration
•Negative attitude
•Low self-efficacy
Full transcript