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Gifted and Talented Individuals

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Heidi Smith

on 18 December 2012

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Transcript of Gifted and Talented Individuals

By Heidi Smith Gifted and Talented Children-Overview GIFTED & TALENTED
DEFINITION: As evidenced by superior ability in mastering skills and concepts in one or more curriculum areas Specific Academic -As evidenced by superior aptitude for:
Understanding facts, concepts, generalizations and their relationships
Identifying patterns
Verbal and nonverbal reasoning
Spatial perceptions
Developing and evaluating ideas -As evidenced by superior abilities CREATIVITY LEADERSHIP Visual & Performing Arts Gifted and Talented children mean those who are identified as possessing demonstrated or potential abilities that give evidence of high performing capabilities in intellectual, creative, specific academic or leadership areas or ability in the performing or visual arts and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. INTELLECTUAL Fluency, flexibility, originality and elaboration
Divergent thinking skills
Problem solving strategies -As evidenced by a variety of superior characteristics, including:

Responsibility
Rapid insight into cause-effect relationships
Inter-personal intuition
Ability to motivate performances of others -As evidenced by a Superior aptitude for demonstrating, typically through exhibition or performance, aesthetic, critical, historical and production aspects of dance, music, theater or the visual arts. CHARACTERISTICS Advanced Vocab for age
Great memory/long attention span/intense concentration
Extremely curious/Great Imagination
Can daydream and still absorb what is being said
Wide range of interests
Highly motivated (to do what interests them
Prefers complex tasks to simple
Cry easily if their work isn't perfect/Perfectionist
Prefers older students or adults to peers their own age
Advanced sense of justice and fairness
Sophisticated sense of humor
Higher level of thinking than peers-very comfortable w/abstract thinking
Prefers to work alone
Likes to experiment and do things differently
Test scores are higher than the class ASSESSMENT Phase 1- Initial Screening-Referrals made by parents, classroom teacher, administrators and community members. *Group Achievement, Intelligence and Cognitive tests are performed and followed up on regularly.
Phase 2- Appropriate Placement-
1. Review available data
2. Recommending appropriate service
3. Meet w/parents to discuss childs placement
4. Monitoring & reviewing the students progress PROGRAM DEVELOPMENT
AND EVALUATION -Addresses what a student will learn and how he or she will be taught. The evaluation is essential to see how the program is working. External, Individual and Independent evaluations are necessary on a daily and monthly basis. HISTORY 1868 1868-William Torrey Harris, superintendent of public schools for St. Louis, institutes the earliest systematic efforts in public schools to educate gifted students
1901- Worcester, MA opened the first special school for gifted children
1905-French researchers, Binet and Simon, develop a series of tests (Binet-Simon) to identify children of inferior intelligence for the purpose of separating them from normal functioning children for placement in special classrooms. Their notion of mental age revolutionizes the science of psychological testing by capturing intelligence in a single numerical outcome
1988-Congress passes the Jacob Javits Gifted and Talented Students Education Act as part of the Reauthorization of the Elementary and Secondary Education Act
2002-The No Child Left Behind Act (NCLB) is passed as the reauthorization of the Elementary and Secondary Education Act. The Javits program is included in NCLB, and expanded to offer competitive statewide grants. The definition of gifted and talented students is modified again. REFLECTION I chose Gifted and Talented Children for my project because I feel that these students have been forgotten about. The "No Child Left Behind Act" has clearly left these children behind. Educators are giving G&T children "equal" education, but they need to be challenged, just like the children that aren't meeting the benchmark. Districts cut funding to these projects first and unless parents can afford for their child to see a tutor, these kids will be overlooked because schools cannot afford to have a specialized teacher come in and work with these students to build on their skills. These children are at risk, just like any child with a disability and what saddens me is that these children should be our leaders one day in an economy that is suffering and they are at a great risk of dropping out-due to lack of interest, instead of being engaged and encouraged to do great things with their gifts. They are bored! Unless we as educators, unite to spend time with these students and not just the ones that are struggling, then we are doing them a great injustice as well as our country ! WORKS CITED
http://education.nh.gov
http://www.nagc.org
http://en.wikipedia.org/wiki/Gifted_education
http://www.centerforgifted.org/ SAMPLE IEP/GIFTED & TALENTED STUDENT: Name: Jane Doe DOB: 10/24/01 Gender: Female Age: 11
Language: English Grade: 5
Date of Evaluation: 12/12/12 Start Date: 12/13/2012 Date of next evaluation: 12/12/13
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Area of Need: Enrichment in mathematics
Present level of academic achievement: Current math ability at 6th grade level
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Specially Designed Instruction: Offer accelerated and enriched instruction in the area of math that will allow individual to accelerate to a grade higher than currently meeting
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Annual Measurable goal: Ms. Doe will meet with a Gifted and Talented instructor on a weekly basis to develop specially designed instruction in the content area of mathematics in order to learn advanced concepts and more challenging content in the area of mathematics. Content will be accelerated and more in depth with problem based instruction and encourage student to think at a higher level
*Instructor will report to IEP team and parents regarding progress on a monthly basis unless a goal is accomplished sooner and then a meeting will be set up based on what the overall concensus of team and parents is.
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Accomodations:
One to one instruction delivered by Gifted and Talented Instructor once a week
Advanced instruction in regards to curriculum given by classroom teacher and in a specific area of the room
Independent study
Direct instruction within classroom
Mentorship/Internships
Counseling once a month to be sure student isn't displaying any signs of depression or anxiety in regards to student feeling "different" from peers.
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