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Gifted & Talented Students

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Delia DB

on 30 October 2013

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Transcript of Gifted & Talented Students

Gifted & Talented Students
Stigmas & Negative Types of Coping Strategies
Delia De Bellis
Rebecca Abade
Daniel Webb

Myths of Being Gifted
The gifted...
are more prone to emotional disturbances
have everything going their way
can succeed without help
should be valued mostly for their brain power
are more stable and mature
should assume responsibility for others
enjoy being examples to other children
have abilities that are always valued by their families
excel or exceed the norms in all areas of development
need to be disciplined more than others
will always reveal their giftedness
are high achievers with high motivation to excel in school
Cross, nd slide 2
Gifted:
Giftedness corresponds to POTENTIAL that is distinctly above average in one or more domains of ability. (Chessman)
Gagne's Five Domains:
Intellectual
Creative
Socio-affective
Sensorimotor
Aptitudes yet to be discovered
Talent refers to PERFORMANCE that is distinctly above average in one or more fields.
(Chessman)
Talented:
"There is no evidence to show that the gifted are influenced by their peers', parents' and teachers' feelings about their abilities. If they are seen as mental freaks, unhealthy personalities, or eccentric simply because they are brainy or creative, many of them will avoid the stigma through conformity. Some would rather underachieve and be popular than achieve honour status and receive ostracism."
(Tannenbaum)
Stigma of Giftedness Paradigm
1. Gifted students want to have normal social interactions.

2. They believe that others will treat them differently if they learn of their giftedness, and,

3. Gifted students learnt that they can manage information about themselves in ways that enable them to maintain greater social latitude.

(Cross, 2005)
Coping Strategies
There are three ways/strategies a gifted student deals with being gifted. These strategies were originally characterised on a
CONTINUUM OF VISIBILITY.
(Cross, 2005)
Total visibility
: playing a stereotypic role associated with being gifted in order to stand out from others.
Blending in
: finding ways to avoid standing out from the larger groups of students.
Disidentifying
: proactively engaging in behaviour opposite the group of which the gifted student might naturally be a part.
For example:
one student may choose to play the role of "mad scientist" to stand out as much as possible from others, whilst others choose to navigate school along gender-typed expectations by diverting the energy associated with academic interests with what they perceive as more acceptable behaviours, such as dating or competing in athletics.
Additional social coping behaviours include sitting quietly and underachieving.
Continuum of Verbal Responses to Threatening Scenarios
FROM “The Social Cognition of Gifted Adolescents in Schools: Managing the Stigma of Giftedness,” by T. Cross, L Coleman, and M. Terhaar- Yonkers, 1991, Journal for the Education of the Gifted, 15, p.52
Gifted students throughout schooling may use verbal responses in situations to either cover up or lie about how they really feel about a situation, in order to blend in with everyone, whilst others may find it easier to cop-out a situation. However, some may feel confident enough to tell the truth.
Take these two scenarios for instance...
Scenario 1: Biology Exam
Setting: In the cafeteria line, several people from your class are discussing the biology exam.
Tracy: Man! Wasn't that test impossible? I must have spent ten minutes trying to label that crazy diagram of the muscular system.
Chris: I blew the whole thing, even though I studied really hard.
Marti: I probably failed it too.
Marti says to Jon, "I breezed through it and didn't even open the book to study." Actually, Jon sent several hours studying and thought it wasn't a difficult test. If you were Jon, what would you be most inclined to say?
A. "Tests can be hard sometimes." (cover-up)
B. "Yeah, that exam was a pain." (lie)
C. "I probably studied as hard as you did, but the test wasn't too hard." (placate)
D. "I thought it was kind of easy." (truth)
E. "How long did you study?" (cop-out)
Scenario 2: Substitute Teacher
Setting: In the hallway between classes.
Pat: Wasn't that substitute teacher Ms. Cross awful? I couldn't figure out what she was trying to say about the Western Expansion. She really lost me.
Fran: How about what Pete pulled on her, pretending he was sick and ready to throw up on her desk!
Jo: She even believed it. I wish I had thought of that one! I would rather have spent the period in the clinic instead of sitting in that class.
Everyone but Billy nodded their heads in agreement. Fran looked at Billy and asked, "Didn't you think that was hysterical?" Billy felt the substitute teacher had started an interesting topic, but Pete had made it impossible for her to teach. Billy thought Pete had been unnecessarily rude. If you were Billy, which would you be most inclined to say?
A. "Pete can be funny sometimes." (cover-up)
B. "I thought the class go out of control; Pete went too far." (truth)
C. "Some of it was funny, but Pete shouldn't have gone that far." (placate)
D. "Pete was funny; the substitute was asking for it." (lie)
E. "I wonder when Ms. Cross is coming back." (cop-out)
The Syllabus on Gifted & Talented Students
Strategies to Prevent G&T Students from Masking their Abilities
(Social & Academic)
Consider and utilise Gardner's Multiple Intelligences Theory in throughout your lessons: acknowledge that students learn through a variety of different methods (sometimes more than one at a single time), and have differing learning needs and are at different learning abilities.
Have a "Gifted & Talented" Awareness Day or session, whereby all students are educated on the concepts of 'gifted' and 'talented'. Embrace and celebrate diversity and individuality both in the classroom and in the whole school/playground setting. Reward achievements and creative diversity.
Cluster groups of students together - whether they are of similar ability or of completely different abilities. Students here have the opportunity to be a leader and share their different talents. In similar-ability groups, students can interact with others who are similar to them and have similar interests. This also includes the school implementation of a separate Gifted & Talented class, where students are able to pursue their own individual interests to their capacities.
Have a buddy system - both in and out of the classroom, based on similar interests or abilities. This can be achieved subtly by creating a classroom seating plan based on teacher observations regarding the students.
Monitor or keep a particular awareness of the student's (or students') social situation: note their friends, their interactions with other students, their activities and ask them simple questions about their day or lunchtimes to ensure they are comfortable and not trying to hide their abilities.
Keep class tasks or assignments in a grid structure, with varying levels of difficulty and creativity, whereby students must choose a minimum number of activities from each category. This way, students can tailor their learning according to their learning needs, abilities and interests.
Models
Specific ACADEMIC models regarding teaching strategies and differentiation for Gifted and Talented students, include the:
Maker Model
Tomlinson Model
Williams Model
Kaplan Model
Consider...
...the following two characters. Imagine they are at school and have been placed on the Continuum of Visibility. Where would you place them, and what sort of teaching strategies would you employ respectively?
Bibliography
Cross, T.L. (2005), The social and emotional lives of gifted kids- Understanding and guiding their development. United States of America: Prufrock Press Inc.

Cross, T.L. (nd), The social and emotional lives of gifted kids- Lecture. Pdf retrieved from http://pty.vanderbilt.edu/cms/wp-content/uploads/TracyCrossLecture.pdf

Woolfolk, A., Margetts, K. (2010), Educational Psychology (2nd Edn). Australia: Pearson Australia.
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