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Gifted and Talented Students

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Katelin Allenbach

on 3 March 2011

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Transcript of Gifted and Talented Students

Gifted and Talented Students Chelsea Freeman Kate Allenbach Melissa Csak Definitions Renzulli Federal Definition ...who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.

No Child Left Behind Act, P.L. 107-110 (Title IX, Part A, Definitions (22) (2002); 20 U.S.C. Sec. 7802 (22) (2004)) Gardner IQ test, teacher recommendations,
grades, and standardized achievement tests
are most frequently used to identify students
as gifted. Indicators Teachers are usually the first to
identify a Gifted and Talented
student, but if they have developed
early in life, the parents are the ones
to identify it.
Identification Procedures Classroom Adaptations Formal: Wechsler Intelligence Scale for Children-Fourth edition and Stanford-Binet Intelligence Scales, Fifth Edition, Naglieri Nonverbal Ability Test and Universal Nonverbal Intelligence Test, and Raven Progressive Matrices

Torrance Tests of Creative Thinking Behavioral Characteristics Problems: biased, expensive, can be discriminatory, do not measure creativity Promoting Creativity & Problem Solving Many typically learn to read
earlier with better comprehension Learn basic skills better, more quickly, and with less practice They are less granted, seeking the "hows" and "whys." Have seemingly boundless energy, which sometimes leads to misdiagnosis of "hyperactive" Creativity and Problem Solving abilities are two very important areas for talented & gifted students. Able to respond and relate well to adults. They prefer the company of older children or adults over their peers. Intrinsically motivated Creative Characteristics They are fluent, flexible, original,
and elaborative thinkers. Good guessers and construct hypotheses Show a willingness to entertain complexity and seem to thrive in problem situations. Often display intellectual playfullness, fantasize, and imagine readily. Have a sensitivity to beauty and are attracted to aesthetic dimensions. Look for advanced skills in subject manner not typically included in curriculum Must also identify areas of weakness Differentiation of the curriculumis needed to challenge students who are gifted and talented. Creativity: production of relevant & effective novel ideas Myths
Truths Gifted students do not need help. The future of gifted students is assured Gifted students are nerds and social isolates Gifted students are naturally creative and do not need encouragement Gifted are often perfectionistic and idealistic Gifted students may be so far ahead of their chronolgical age mates that they know more than half the curriculum before the school year begins! Gifted students who do well in school may define success as getting an "A" and failure as any grade less than an "A." By early adolescence, they may be unwilling to try anything for which they are not certain of guaranteed success. Ways to Promote Creativity 1. Provide opportunites for creative thinking 2. Develop fluency with Brainstorming sessions Gifted students are problem solvers 3. Consider many perspectives on any given event Gifted students often think abstractly and with such complexity that they may need help with concrete study and test-taking skills 4. Develop original thinking by providing opportunities for it to occur 5. Ask students to elaborate their ideas. Problem Solving: an extension of divergent thinking (and creativity) Guilford (1697) describes 5 types of mental operations in problem solving 1. cognition
2. memory
3. divergent thinking
4. convergent thinking
5. evaluation Assisting Students Who Are Underacheiving Problem solving is a powerful tool to guide analysis, synthesis and evaluation activities. For any and all students Students who underacheive despite being talented and gifted represent a double loss. Comprehensive Assessment to gather info about abilities of the student Informal: direct observation, inventories, checklists, & analysis They may struggle because of school, home, peer or student factors
Or because they have yet to be identified as Talented & Gifted Hallahari & Kauffman (1988) make 4 recommendations to gen. ed. teachers 1. Teacher should periodically review pupils to be sure no Talented & Gifted students are overlooked 2. Teacher should analyze & adjust their educational requirements for gifted students 3. Teacher must seek out resources from the school & community to help advance gifted students 4. Support any movements to establish special programs for the gifted in your school. Gifted students with learning disabilities focus on strenths not deficits be sure IEP addresses strenghs & needs promote interest based learning and advanced level course in areas of strength Other Strategies Don't depend on lectures or "pep talks" Show support & respect for student efforts Encourage cooperation,
not competition. Reward small gains in acheivement, but don't expect quick success Promote social acceptance! Some students can learn up to one year's worth of material in three weeks with the proper adaptations Diagnostic Testing and Prescriptive Instruction: 1. Assess student knowledge- Teachers use formal or informal measures (e.g., end-of-unit assessments; concept maps) to determine the students' knowlege and skills with respect to the target content. Students who demonstrate mastery of 85% or more should be excused from that content and provided options for acceleration or enrichment.
2. Write goals for instruction based on assessment outcomes, the teacher identifes the new goals for instruction, such as moving to the next stuandards for the content area or pushing the student's interests.
3. Deliver instruction based on the modified goals.
4. Re-assess student knowledge. Differentiated Program Models: Acceleration- changing the pace of instructio, moving faster through the regular education curriculum Continuous Progress- student masters material, then moves onto the next level
Self-Paced Instruction- student moves through the material at their own pace
Content or Partial Instruction- student attends a higher grade level for a specific subject area
Telescoping Curriculum- compressing a year's worth of study into one semester, etc.
Curriculum Compacting- eliminating introductory material, drill, and practice and/or eliminates content already mastered Enrichment- providing richer and more varied educational experiences through increased depth and breadth in content, instructional strategies requiring higher level thinking, and instructional resources that go beyond the typical curriculum Grouping- bringing gifted students together for part or all of the da; usually involves acceleration and enrichment Differentiated Instructional Models: Curriculum Compacting- expanding the amount of time academically capable students have to work on more challenging material Winebrenner's Five Steps to Successful Compacting:
1. Identify the learning objectives or standards all students must learn
2. Offer a pretest opportunity to volunteers who think they may have already mastered the content, OR plan an alternate path through the content for those students who can learn the required material in less time than their age peers
3. Plan and offer curriculum extensions for students who are successful with the compacting opportunities
4. Eliminate all drill, practice, review, or preparation for state or standardized tests for students who have already mastered such things
5. Keep accurate records of studens' compacting activities Tiering Assignments- differentiating tasks within a classroom based on student readiness levels Problem-Based Learning- simulating real-world problem solving by engaging students as stakeholders in situations with undefined problems and incomplete information Differentiated Curriculum Models: VanTassel-Baska's Integration Curriculum Model- combining advanced content, high-level thinking processes, and core themes and ideas in teaching a discipline Steingberg's Theory of Successful Intelligence- teaching for analytical, creative, and practical thinking as well as for traditional memory learning Parallel Curriculum Model- exploring a discipline in four ways: core curriculum, curruculum of connections, curriculum of practice, curriculum of identity Core Curriculum: framework of knowledge and skills definifing a discipline
Curriculum of Connections: enables the students to make connections within or across disciplines, times, cultures, and places
Curriculum of Practive: applying concepts, skills, and methods of discipline
Curriculum of Identity: helps students understand their own skills, interests, and values with respect to discipline Integration of multicultural content and high-level thinking has been recommended for engaging diverse and mainstream gifted learners BREAK TIME! Activity! Please take a few minutes to complete this worksheet. Case Profiles Citations http://www.misd.net/gifted/renzullimodel.htm http://www.nagc.org/index.aspx?id=536 http://expectumf.umf.maine.edu/mihome.html Post Assessment
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