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Gifted and Talented Program

What does it mean to be identified as gifted and talented

Mary English

on 2 April 2013

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Transcript of Gifted and Talented Program

What to Expect Gifted and Talented:
What to expect... Gifted and Talented Program Needs of Students Identified Gifted and Talented School Strategies and Accommodations Accommodations and Strategies Resources Characteristics of Students Identified Gifted and Talented Sandra Berger states that gifted students "need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests.” Gifted students learn best in an environment that encourages them to question, exercise independence, and use their creativity. (Berger 2011) Johnsen and Ryser (Stepenak, 1999)describe five overall areas for differentiation in meeting the needs of gifted students.
1. Modifying content
2. Allowing for student preferences
3. Altering the pace of instruction
4. Creating a flexible classroom environment
5. Using specific instructional strategies
Berger, Sandra(1991) Differentiating Curriculum for Gifted Students. Council for Exceptional Children, Reston, VA. Retrieved from: http://www.davidsongifted.org/db/Articles_id_10342.aspx

Boothe, D. and Stanley, J. (Eds.) (2004). In the Eyes of the Beholder: Critical Issues for Diversity in Gifted Education. Waco, Texas: Prufrock Press, Inc.

Chapman, C. and King, R. (2012). Differentiated Assessment Strategies: One Tool Doesn’t Fit All. Thousand Oaks, California: Corwin.

Grgich, G. (2009). Gifted Students in the No Child Left Behind Era: Are Their Needs Being Addressed?. California Reader, 42(2), 16-23.

Helm, J.H. (2004). “Projects that power young minds.” Educational Leadership 62(1), (92004): 58-62. The following techniques have been posed as effective instructional strategies
• Posing open-ended questions that require higher-level thinking
• Modeling thinking strategies, such as decision making and evaluation
• Accepting ideas and suggestions from students and expanding on them
• Facilitating original and independent problems and solutions
• Helping students identify rules, principles, and relationships
• Taking time to explain the nature of errors According to Boothe and Stanley, the following common characteristics of intellectually
gifted students can be exhibited either positively or negatively:
• Superior reasoning powers
• Persistent intellectual curiosity
• Wide range of interests
• Markedly superior quality or quantity of written/spoken vocabulary
• Reads avidly and absorbs books well beyond his or her years
• Learns quickly and easily and retains what is learned
• Shows insight into arithmetical problems and grasps concepts readily
• Has a keen sense of humor
• Sets high standards for him- or herself
• Gets excitement and pleasure from intellectual challenge Needs of Gifted Learners
• Placement in a homogeneous classroom (Grgich, G.)
• Differentiated instruction
• Differentiated assessment (Chapman, C & King, R.) Characteristics of Students Identified Gifted and Talented Dr. Linda Silverman suggests that the following are also characteristics of gifted students: Extensive vocabulary
Excellent memory
Long attention span (if interested)
Sensitive (feelings hurt easily)
Shows compassion
Morally sensitive
Strong curiosity
Perseverant in their interests
High degree of energy Prefers older companions or adults
Wide range of interests
Concerned with justice, fairness
Judgment mature for age at times
Keen observer
Vivid imagination
Highly creative
Tends to question authority
Facility with numbers
Good at jigsaw puzzles Accommodations and Strategies “One of the main causes of underachievement in gifted children is the mismatch between their learning styles and traditional teaching methods.” -- Linda Silverman, Ph.D.

“Assessment and instruction are inseparable.” -- Carole Tomlinson Pre-Assessment Strategies
Helps to determine what is known about a subject even before that subject is taught.
Helps teachers make instructional decisions
Helps to determine advanced instructional needs Tiered Instruction

 “Tiered instruction blends assessment and instruction.” -- Bertie Kingore
 Matches concepts and skills at the point of student’s work capability because work is aligned to readiness levels and learning needs.
 Provides students with continued challenging learning opportunities Project-based Learning
Occurs when a concept is learned, and its understanding is shown through project application
Can be used to “provide rich substance for monitoring individual students’ growth, assessing a group’s progress, or satisfying accountability requirements” -- J. H. Helm Problem-based Learning:
 Challenges students to combine their knowledge in order to work together toward the resolution of a real-world problem
 Using a three step-inquiry-organizer students in small groups investigate and analyze problems/scenarios to: “1) identifying the FACTS in the problem/scenario; 2) generating (un-criticized) their IDEAS about the scenario/problem and identifying just "what is the problem?"; 3) finally identifying the things they have to LEARN about - in order to test their hypotheses (ideas).” -- University of Southern California Performance-based Learning:

Allows students to work to an understanding in order to apply what they have learned to real world situations.
“Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.” -- Hibbard, et al Hibbard, K.M., Van Wagenen, L., Lewbel, S., Waterbury-Wyatt, S., Shaw, S., Pelletier, K., . . . Wislock, J., (1996). Teacher's Guide to Performance-Based Learning and Assessment. Retrieved from: http://www.ascd.org/publications/books/196021/chapters/What_is_Performance-Based_Learning_and_Assessment,_and_Why_is_it_Important%C2%A2.aspx.

Kingore, B. (Winter 2006). Tiered instruction: Beginning the process. Teaching for High Potential, 5-6 Retrieved from http://www.bertiekingore.com/tieredinstruct.htm.

Silverman, L. (1981, Revised 1995). Instructional Strategies. Retrieved from

Silverman, L. (2012). Characteristics of Giftedness. Retrieved from http://www.gifteddevelopment.com/What_is_Gifted/characgt.htm

Stepenak, Jennifer (1999) Meeting the Needs of Gifted Students: Differentiating Mathematics and Science Instruction. Northwest Regional Educational Laboratory. Portland, Oregon . Retrieved fromhttp://educationnorthwest.org/webfm_send/755
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