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Gifted!

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Dianna Hardy

on 14 November 2016

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Transcript of Gifted!

What is Giftedness
Identifying the gifted
Renzulli's 3-ring conception of giftedness
Definition
Dianna Hardy
Gifted Specialist
Cleburne County Schools
Gifted students have "special needs" too!
Alabama Code
290-8-9-.12 Gifted.
Intellectually gifted children and youth are those who perform or who have demonstrated the potential to perform at high levels in academic or creative fields when compared with others of their age, experience, or environment
Definition of Giftedness
When Thomas Edison was
a boy, his teachers told him
he was too stupid to learn
anything.
Einstein was 4 years old before
he could speak and 7 years old
before he could read.

Beethoven handled the violin awkwardly and preferred playing his own compositions instead of improving his technique. His teacher called him hopeless as a composer.
Things to look for:
Gifted children commonly
learn basic skills better, more quickly, and with less
practice.
Gifted children often read
widely, quickly, and intensely and have large vocabularies.
They can work independently at an earlier age and can concentrate for longer periods.
They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.
They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude.
They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.

Gifted children are natural learners who often show many of these characteristics:
They often have a large storehouse of information about a variety of topics, which they can recall quickly.
They may show keen powers of observation and a sense of the significant; they have an eye for important details.
They often take great pleasure in intellectual activity.
They readily see cause-effect relationships.
They are flexible thinkers, able to use many different alternatives and approaches to problem solving.
CREATIVE CHARACTERISTICS
LEARNING CHARACTERISTICS
They are often skeptical, critical, and evaluative. They are quick to spot inconsistencies.
They often attack complicated material by separating it into components and analyzing it systematically.
Gifted children's creative abilities often set them apart from their age-mates. These characteristics may take the following forms:
They are extremely curious about objects, ideas, situations, or events.
When this happens gifted children can underachieve. Often because they simply figure there's no point in bothering if they are not learning anything.
Sophisticated vocabulary and advanced sense of humor can cause gifted children to be misunderstood, which can make them feel inferior and rejected
Some problems gifted students face
Who are highly gifted?

Intellectual ability -- age 6
Physical ability -- age 3
Emotional maturity -- age 2
Highly gifted children tend to be those who demonstrate asynchronous development.
In the gifted student the intellectual ability is always advanced
Example for a 3 year old
In an average child, these developmental stages are usually in sync, but not in a highly gifted student
IQs of the gifted
These children are often found as a result of extremely high scores on an individually scored IQ tests, (our threshold for automatic qualification is 130). Others may be prodigies in areas such as math, science, language and/or the arts. Profoundly gifted children can score in excess of 170 IQ.
Gifted Kids are so smart they do fine with or without special programs:
They need to go through school with their own age mates:
Twice Exceptional
Myths about giftedness
Giftedness is something to be jealous about:
More often than not gifted children can feel isolated and misunderstood. They have more adult tastes in music, clothing, reading material and food. These differences to other children can cause them to be shunned and even abused verbally or physically by other children. Experts in the field of gifted education are beginning to address the higher incidences of ADHD and Spelling/Handwriting disabilities in the gifted population verses those in the much larger normal population.
They may appear to do fine on their own. But without proper challenge they can become bored and unruly. As the years go by they may find it harder and harder as work does become more challenging, since they never faced challenge before.
Where it's true that children need to play and interact socially with other children their age, they do not need to learn with them. Especially in the case of a highly gifted child who may have a chronological age of six and a mental age of 11 who has been reading since two. To put that child in a reading class with other six year olds who are just learning to read is sheer torture for that child.
Identification process
Referral/2GCF (teacher, parent, grandparents, etc.)
Consent – without it we cannot move forward
Evaluations –
hearing/vision screening
Aptitude testing – RIAS
Performance – above level ability
Characteristics – TABS
Indicators for Matrix
Achievement – stars reading and math
Grades – only 4th on up
Work samples
Creativity
Product (must be above average)
All these items are evaluated by the gifted specialist and scored
Eligibility
One person who knows the student
Teacher
One person who knows testing
School Counselor
One person who knows gifted
Dianna Hardy
Eligibility procedure
Student must score 130+ on IQ or a 17 on the matrix

Team signs eligibility determination form

Gifted specialist meets with parents if student qualifies

GEP written and signed
A letter is sent home for students who do not qualify

All pertinent information is entered into SETS web linking it to the state department
Eligibility Team
GEP – Gifted Education Plan
3 hours of uninterrupted instruction -mandated by State
Students need to be on time as instruction is given at the beginning of the class
Instruction is not an extension of the class work, but subject matters that are not usually taught inside the classroom and are of interest to the students
Teachers cannot punish gifted students by holding them out of gifted class
Regular Classroom Accommodations
If tests are administered, student will take the test when he or she returns to the classroom or at a mutually agreed upon time
Students should not be given missed work as homework
Only the GEP Committee can make the determination to interrupt services due to behavioral or academic issues.
State Guidelines:
Accommodations in the general education classroom must be provided for the times that gifted students are in pull-out classes. The accommodations form must be completed if the following accommodations are not made:
Student will not be required to make up missed class work as homework; they will be given the opportunity to make up needed work inside the classroom.
If new material is introduced, student will be instructed by peer or teacher in a small group or one-on-one setting,
Regular classroom strategies
Clustering
Acceleration (Individual subject or year)
Compacting
Type III projects
Self pacing
Hobbies
Technology
ART
Competitions
Social skills
Examples of gifted instruction
What to expect for next year
Six required lessons will be taught by gifted specialist
3 squiggles
2 writings
Analogies
These six lessons will be taught at the beginning of the year
Torrence testing (creativity test)
NNAT screening
Technology teams at high schools
On an ending note, I am not gifted, I just teach the gifted!!
Chloe Roberts - 4th grade -Fruithurst Elementary
3rd place for her website - Dance Diva
Trajan Rowland - 4th grade Ranburne Elementary
School - 3rd place for IT Test
Will Hewitt, Zach Kribbs, and Harley Olvey - 4th grade - Ranburne Elementary School - 2nd place for their stop motion video
"Wrestlemania"
I am so proud of my students this year!! Here is an example of what they can accomplish with hard work!!
Some gifted children face frustration and boredom in the regular classroom. They need work at their level not simply more of it.
According to the NAGC approximately 20% of high school dropouts are classified as gifted.
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