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Gifted and Talented

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Cara Garner

on 25 March 2016

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Transcript of Gifted and Talented

Addy Mills, Taylor Mannix, and Michael Apke
Gifted and Talented
CHILDREN WHO ARE
GIFTED AND TALENTED
DEFINING GIFTEDNESS
According to the first definition by Marland Report, Giftedness is:
Gifted and Talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.
DEFINITION CONTINUED:
Children capable of high performance include those with demonstrated achievement and/or potential ability of any of the following areas: (1) general intellectual ability, (2) specific academic aptitude, (3) creative or productive thinking, (4) leadership ability, (5) visual and performing arts, and (6) psychomotor ability.
GIFTED AND TALENTEDNESS FROM A CHILD'S POINT OF VIEW
CHARACTERISTICS OF YOUNG TALENTED CHILDREN
1. They are advanced, regardless of the talent area. Some may
demonstrate advanced behaviors in several talent areas.
2. They have excellent memories.
3. They concentrate intensely on what interests them, for longer
periods of time than peers.
4. Dssynchrony [uneven development] is obvious, especially in
high-IQ children.
5. Affective intelligence may lead to the assumption of leadership roles and to preferring older companions for play.
Teaching Strategies
1. Let go of the “normal”
- In order to be an effective teacher, whether it is your first year or your 40th, you can’t assume that all students learn the same way. Gifted and talented students are very unique in how they learn and need to be challenged constantly. This means it is pertinent for the teacher to think outside of the box and let go of norms.

INSTRUCTIONAL PROGRAMS
Gifted Resource Services
Acceleration
Independent Study
Honors/Advanced Placement Courses
Mentorships
Self-Contained Classrooms and Special Schools
Summer and Saturday Programs
Competitions
CAUSES OF GIFTED AND TALENTED
TAG IS NOT INCLUDED IN IDEA
Nature vs. Nurture
School District Policies
Each district should have a written plan for nominating and identifying students for gifted services.
The nominating process for gifted education services should be ongoing.
Screening for services can occur at any point in the school year.
Assessment should be made in the language in which the student is fluent.
Non biased measures should be used.
Multiple measures include self-nomination, parent and teachers, product and performance assessment, portfolios, and test scores.
School district should have written procedures on informed consent, student retention, student reassessment, student exiting, and appeals procedures.
Giftedness results from a combination of genetic makeup and environmental stimulation.
No one knows the precise role genetics or of the environment, but its clear that both genetic patterns and environmental stimulation play key roles in developing a child's potential to perform at exceptionally high levels.
The brain changes physically and chemically when stimulated or challenged.
Parents and educators play significant roles in developing an optimum level of a child's capacity to learn at high levels.
Studies show that about 6% of the school-age population is considered gifted and talented.
The End!


2. Conduct informal assessments
- No student should ever have to re-learn material that he or she has already mastered. Conduct informal assessments before starting a new unit to see where each student stands with the material. Students who score an 85% or higher should not be forced to re-learn the material.


3. Re-familiarize yourself with Piaget and Bloom
- Familiarizing yourself with the stages of learning is important for students, because gifted and talented students generally fall in the “formal operations” stage, while the other students are in the “pre-operational” stage. This means that the child has different learning abilities and needs that need to be recognized. This is where Bloom’s Taxonomy comes in. Students who are in the formal operational stage can use the higher levels of Bloom’s Taxonomy, while the lower levels can use the lower Bloom’s Taxonomy levels.



4. Learn About Distance Learning
- In our day in age, we are surrounded by technology, which allows gifted and talented students to have more resources than ever to meet their needs. Some schools may not offer AP courses or courses that meet the needs of gifted and talented students. There are many online classes, programs and tutorials that the gifted and talented student can take to meet their higher learning level needs.

5. Utilize Outside Resources
- There are several national organizations dedicated to meeting the needs of gifted and talented students. The three most notable organizations are National Association for Gifted Children, Belin – Blank Center for Gifted Education and Talent Development, and Davidson Institute for Talent Development. All of these organizations have private mailing lists, bulletin boards to exchange ideas with other teachers, and information with resources to better teach gifted and talented students.

Which accommodation do you think you would be most likely to use in your classroom, and why?
Teaching Adaptations
• Classrooms are managed effectively
• Have a small activity for students to do while waiting for class to begin
• Make challenging worksheets for everyone and give every student the chance to pick for the challenge.
• Don’t “reward” them with extra work
• Vary methods
• Match learning to the child’s ability
• Don’t teach to the textbook, from the textbook
• Don’t give out individual work/ isolated learning
• Match up different learning abilities
• Pause for thought
• Give students time to think about questions asked
• Class teacher for the day (for differentiation)

What strategies do you think would be best or might cause issues/problems in the classroom?
Full transcript