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Gifted and Talented Students
Transcript of Gifted and Talented Students
There are too very different viewpoints held in the research on the social emotional development of gifted students. One group of researchers perceives that gifted children are not only cognitively disparate, but are affectively atypical as well (Dabrowski, 1996; Piechowski, 2006; Tolan, 2004).
The other group perceives it is the school environment that impacts negatively on the affective development of these students (Coleman & Cross, 2005; Cross, 2001).
Explain your position and describe how you as a teacher would ensure that affective needs of this student population would be met in your classroom. Our Position 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 to a degree that places an individual at least among the top 10% of age peers.
Talented students are those whose skills are distinctly above average in one or more areas of human performance to a degree that places an individual at least among the top 10% of age peers who are or have been active in that field or fields. (Gagné, 2003) We believe that for gifted and talented students, the social and emotional support and development is just as important as their academics To ensure the needs of this student population would be met in our classrooms, we would firstly need a procedure for identification. The procedure will need to address:
- Teachers and other staff members
- Students The identification procedure should:
• Use multiple criteria
• Ethnically fair
• All areas of giftedness and fields of talent are identified
• Identifies degrees of giftedness and talent
• Organised and linked to differentiation
• Help early identification and identification at all stages
• Allow input from everyone involved. Identification methods need to be used on the basis of age or stage and the area of the ability to be assessed. These can include:
> Evaluation of student responses to a range of classroom activities nomination by parent/caregiver, peer, self and teacher assessment of responses to challenging competitions
> 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. Meeting their needs with acceleration
This is not more work, but qualitatively altered work that offers higher conceptual opportunities and stimulates higher-order thinking skills. For acceleration, students need to be pre-tested on their:
• academic attainment: what the student already knows in terms of skills and content, i.e. his or her prior knowledge
• social/emotional development.
Assessment of outcomes in any mode of acceleration must emphasise:
• higher-order cognitive processes
• independence and originality of thought and learning
• methods rather than content. Assessment can include the following:
Behavioural checklists, reports from class teachers, products and performance, class grades, a report from the local school counsellor, interviews with the student, interviews with the student’s parents/caregivers, anecdotal records. The other group perceives it is the school environment that impacts negatively on the affective development of these students (Coleman & Cross)
•Their learning needs are not met in atypical classroom and rarely experience academic challenge
•Academic neglect impinges on talent development and also impacts social and emotional development of gifted child.
•Cross (2004) states psychological testing showed negative change in behaviors at school of gifted children due to frustration at being continually forced to adhere a curriculum well below their developmental levels. •Gifted children’s feelings of self-worth have been found to be negatively impacted by lack of challenge. Unchallenging curriculum encourage them to seek the easy path and work well below true potential.
•Students may ‘go underground’ to fit in with same-age peers which may be seen as a ‘forced’ choice that gifted students face in either pursuing excellence at the cost of friendship or sacrificing their own interests to gain acceptance from peers. Dabrowski
• Kazimierz Dąbrowski was a polish psychcologist who developed the theory of positive disintegration, which describes the way psychological tension and anxiety is a necessity for personality growth.
• Dabrowski also talks about overexcitabilities or supersensitivities. These are described as expanded awareness, intensified emotions and increased levels of intellectual and physical activity. Dabrowski addresses 5 different areas of overexcitabilities:
Students may talk rapidly, have impulsive behavior compulsively talk or organize the surroundings around them, have nervous habits or ticks and prefer fast action in the classroom.
These students have an intense and heightened awareness to the five senses; sight, smell, taste, touch and hearing.
They are irritated by little things, yet they see the beauty in everyday life and express it through their work in the classroom. - Intellectual
These students are constantly thinking and strive for answers to deep thoughts and questions.
These students are the dreamers in the classroom, the ones who are strong visual thinkers, have a vivid imagination and use lots of metaphorical speech
These are the students who experience a range of different emotions to a greater, more intense degree then their classmates.
They feel deep connections with people they trust, pets or stuffed toys. Curriculum Differentiation What is it?
• Making adjustments to the Content, Processes and Products in the curriculum, which will allow students to learn at a faster rate and challenge them academically.
• It is a mix of whole-class, group and individualised activities. Curriculum Planning
• Find out what students already know so we can plan where we should be taking them next.
• The information from pre-testing can be used to modify or differentiate core outcomes by incorporating higher-order thinking skills into the program Taxonomies:
Outcomes can be grouped into three domains:
1. Cognitive and creative domains.
2. Psychomotor domain.
3. Affective domain.
• Enables gifted students to engage in the higher order thinking skills of analysis, synthesis and evaluation in the cognitive and creative domain. Curriculum Models
Curriculum models are developed when planning that will aim to challenge and stimulate students appropriately.
• Maker (1982)
• Shows how content can be adjusted to accommodate gifted students
• It focuses on higher-level thinking, problem solving, decision making, planning and forecasting.
• Students should deal with real world problems and be given the opportunity to present their work to a variety of audiences
• Students benefit from taking part in their own evaluation process. >Intellectual needs
>Emotional needs￼ Williams Model
•Frank Williams (1993)
•Based on creativity
• 3 Dimensions of the model:
- Dimension 1: This consists of subjects that make up the school curriculum. The K–12 content is the vehicle for students to think and feel about.
- Dimension 2: This comprises 18 strategies to be used by the teacher to develop students’ thinking and creativity.
- Dimension 3: This consists of eight student processes that have been shown empirically to be involved in creative thinking. Introverts and extraverts Extraverts tend to:
• get energy from interaction with peopleor events
• have a single-layered personality; they are much the same in public and in private
• be open and trusting
• think out loud
• like to be the centre of attention
• learn by doing
• be comfortable quickly in new situations
• make friends easily and have a lot of friends
• be easily distractable
• be impulsive
• be risk takers in groups. Introverts tend to:
• get energy from inside themselves
• feel drained by people
• have an ‘inner self’ and an ‘outer self’ (multilayered)
• need privacy
• mentally rehearse what they are going to say before they start speaking
• dislike being the centre of attention
• learn by observing rather than doing
• be uncomfortable with changes
• have a few very close friends rather than a wide circle of more casual friends
• be capable of intense concentration
• be reflective
• dislike being in large groups
• be quiet in groups for fear of embarrassment or humiliation. Meeting the needs of introverts > Give wait time
> Don't interrupt them
> Don't embarrass them in public
> Reprimand privately
> Let them observe new experiences
> Develop an 'early warning system'
> Don't push them to make friends
> Respect their introversion Therefore Gifted and Talented students can be catered through meeting their academic, social and emotional needs through identification, acceleration and curriculum differentiation. Betts, G.T. & Neihart, M. (1988). Profiles of the gifted and talented. Gifted Child Quarterly, 32(2), 248–253.
Board of Studies NSW. (2000). Guidelines for accelerated progression (revised). Sydney.
Chaffey, G.W., Bailey, S.B. & Vine, K.W. (2003). Identifying high academic potential in Australian children using dynamic testing. Australasian Journal of Gifted Education, 12(1), 42–55.
Department of Education and Training, Government of Western Australia. (2004). Gifted and talented–Identification, retrieved 2nd November 2012, from http://www.eddept.wa.edu.au/gifttal/identification/index.htm
Dorbis, C. & Vasilevska, S. (1996). Cultural gifts in the 90s and beyond, retrieved 2 November 2012, from
NSW Department of Education and Training. (2004b). Policy and implementation strategies for the education of gifted and talented students: Guidelines for the use of strategies to support gifted and talented students. Sydney.
Roedell, W. (1988). ‘I just want my child to be happy’: Social development and young gifted children. Understanding Our Gifted, 1 (1), 1, 7-11.
Southern, W.T. & Jones, E.D. (1991). e academic acceleration of gifted children. New York: Teachers College Press.
Southern, W.T., Jones, E.D. & Stanley, J.C. (1993). Acceleration and enrichment: e context and development of program options. In K.A. Heller, F.J. Monks & A.H. Passow (Eds.), International handbook of research and development of giftedness and talent (1st ed., pp. 387–409). New York: Pergamon Press. References
Bainbridge. C. (2012) Dabrowski's Overexcitabilities or Supersensitivities in Gifted Children. Retrieved 4/11/12 from http://giftedkids.about.com/od/gifted101/a/overexcite.htm
Lind. S. (2001). Overexcitability and the Gifted. SENG Newsletter 1(1) 3-6. Retrieved 4/11/12 from http://www.sengifted.org/archives/articles/overexcitability-and-the-gifted
NSW Department of Education and Training (2004). Policy and Implementation Strategies for the Education of Gifted and Talented Students. Support Package. Curriculum Differentiation. Retrieved 29/10/12 from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/polsuppcd.pdf
Tolan. S. (1999) Dabrowski's Over-excitabilitiesA Layman's Explanation. Retrieved 30/10/12 from http://www.stephanietolan.com/dabrowskis.htm Thank you for listening :)