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Cultural Manifest

Cultural Manifests

(Hébert, 2018, p.406)

(Rimm, Siegle, & Davis, 2018, p.276)

  • Strong family support
  • Strong concept of "familia"
  • Speaks more than one language
  • Able to code switch
  • High ability in math
  • Peer pressure not to achieve
  • Resilient
  • Racial identity

(Fernández, Gay, Lucky, & Gavilán, 1998, p. 341)

(Rimm, Siegle, & Davis, 2018, p.264)

(Hébert, 2018, p.407)

(Worrell, 2018, p.390)

Typical Aspects of Giftedness

(Callahan, 2018, p.155)

(Mann, 2003)

(Callahan, 2018, p.156)

(Rimm, Siegle, & Davis, 2018, p.24)

(Callahan, 2018, p.155)

(Rimm, Siegle, & Davis, 2018, p.24)

  • High Level Curiosity
  • Keen Sense of Humor
  • Advanced Level of Verbalization
  • Makes keen observations
  • Variable frustration & anger
  • Play around, but tests well
  • Highly self critical
  • Anxiety
  • High alertness & attention
  • Strong empathy
  • High moral thinking
  • Power of concentration
  • Surprisingly good reasoning when explaining how he solved math equations

(Callahan, 2018, p.164)

(Rimm, Siegle, & Davis, p.24)

(Callahan, 2018, p.155)

(Rimm, Siegle, & Davis, p.24)

(Mann, 2003)

(Rimm, Siegle, & Davis, 2018, p.26)

Typical Teacher View

  • See
  • Behavior issue
  • Does not care about learning
  • Does not take his future seriously
  • Do
  • React negatively to his sleeping/call him out in front of his peers
  • Contact parent complaining of his inattentiveness
  • Blame the student instead of herself/himself
  • Look for ways to fix "his" problem

Alexis

Elijah

  • See
  • Does not know a lot of the answers
  • Not confident
  • Poor communication skills
  • Strong math skills
  • Do
  • Judge his ability by communication
  • Worry about his anxiety
  • Unsure of whether to challenge him
  • Assume poor reading skills since he is an ELL
  • Hispanic
  • Male
  • 8 years old
  • Quiet/Reserved
  • Completes all work
  • Wonderful Grades
  • African American
  • Male
  • 3rd Grade
  • 9 years old
  • Poor Grades
  • Low classroom Effort
  • Sleeps Frequently

Implications for

Identification

  • Characteristics of giftedness overlooked due to overshadowing behaviors
  • Difficulty to get mom on board with identification process

Implications for Gifted Education

  • Characteristics of giftedness go unnoticed
  • Not challenged in the classroom
  • Not identified as gifted due to lack of knowledge on the teacher's behalf
  • Alexis will continue to stay quiet, now as a sign of boredom/helplessness

My Perspective

  • Yes, behaviors are frustrating, but there is an origin
  • Determine student interests
  • Build instruction off of his interests to gain trust
  • Keep him challenged, no boredom
  • Study student interests
  • Get to know his family/traditions
  • Build culturally response lessons around his norms
  • Challenge him through a medium that favors his strengths
  • Slowly challenge him to share his ideas and question the teacher when appropriate

Culturally Diverse Case Studies

By: Haley Bair

East Carolina University

GIFT 6000: The Diverse Gifted Child

Differences between

Elijah & Alexis

Similarities between Elijah & Alexis

  • Race/Cultural Background
  • Family stability
  • Behavior
  • Work Ethic
  • School Performance
  • Motivation
  • Male
  • 3rd Graders
  • Culturally Diverse
  • Viewed as "average" by the typical teacher
  • Gifts struggle to be seen

Elijah

& Alexis

Similarities between case study students & typical gifted children

Differences between case study students and typical gifted children

  • High levels of curiosity (Elijah)
  • Advanced level of verbalization (Elijah)
  • Plays around but tests well (Elijah)
  • High alertness and attention (Alexis)
  • Highly self critical (Alexis)
  • Strong sense of justice (Alexis)
  • Requires differentiated instruction (Both)
  • Desire instruction that meets their needs and interests
  • Family stability (Elijah)
  • Racial identity (Elijah)
  • Peer pressure to not achieve (Elijah)
  • Able to code switch (Alexis)
  • Ideal of "familia" (Alexis)
  • Speaks more than one language (Alexis)
  • Racial/Cultural Backgrounds
  • Being held back by cultural assumptions

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