g ifted and t alented. o bjectives understanding the theories, controversies and difficulties of...
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GIFTED AND
TALENTED
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OBJECTIVES Understanding the theories, controversies and difficulties of defining gifts and talents.
Is it just an IQ number? Understanding the broad spectrum of
behaviors and characteristics of gifted and talented children.
What should I be aware of as a Teacher?
An overview of the social, developmental and academic challenges for the
gifted and talented child.What educational tools and strategies facilitate success?
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THE MARLAND FEDERAL DEFINITION 1972 - BY S.P. MARLAND U.S. COMMISSIONER OF EDUCATIONSEE TEXT PAGE 401 OR HANDOUT
Gifted and Talented Children are:
Identified by qualified professionals
Capable of high level of performance
Require differentiated educational programs
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ACCORDING TO THE MARLAND REPORT
Children capable of high performance include children with demonstrated or potential ability in the following areas:
General intellectual ability Specific academic ability Creative or productive thinking Leadership ability Visual and performing arts Psychomotor ability
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WHY THE MARLAND REPORT IS SIGNIFICANT
It was the first national report on gifted education.
Concluded that: “gifted and talented children are, in fact, deprived and can suffer psychological damage and permanent impairment of their abilities to function well which is equal to or greater than the similar deprivation suffered by any other population with special needs served by the Office of Education. (pp. xi-xii Marland, 1972)
Calls for special education services for the gifted and talented student.
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• JOSEPH RENZULLI, EDUCATIONAL PSYCHOLOGIST, UNIVERSITY OF
CONNECTICUT THREE RING MODEL OF GIFTEDNESS
Well above average ability
Task Commitment
Creativity
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RENZUILLI VS MARLAND Marland definition does not take into
account motivational factors . Example: Persistence in task completion
and perseverance through difficulties to achieve high personal standards.
Marland definition does not take into account giftedness in a particular area and average performance in another.
Example: A gifted mathematician is not necessarily gifted with leadership qualities
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GARDNER’S THEORY OF MULTIPLE INTELLIGENCE
Intellegence is “The capacity to solve problems or to fashion products that are valued in one or more cultural settings”.
Intelligence and giftedness are not general traits that can be measured by IQ tests alone.
Identifies eight types of intelligences that may operate in combination but are capable of functioning alone.
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LEVELS OF GIFTEDNESS AS MEASURED BY INTELLECTUAL ABILITY
IQ 130-145 Gifted
IQ 145-160 Highly gifted
IQ 160 + Profoundly gifted
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DEMOGRAPHICS RELATED TO IQ AND ARTISTIC, CREATIVE, SOCIAL AND PSYCHOMOTOR SKILLS
When considering IQ alone, the incidence of identified gifted and talented is from 2 to 5%
When considering IQ alone, the gifted and talented are represented overwhelmingly in upper class SES and white population.
When considering artistic, creative, social and psychomotor skills the incidence ranges from 19% to 36% with a more culturally diverse population represented.
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GENERAL AND SPECIFIC BEHAVIORS AS LEARNERS
Academic or creative performance that exceeds that of their piers
Can be concerned about later socialization High level of task commitment
Advanced Language skills
Advanced Sense of humor
Advanced vocabulary and sophisticated use of language
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OTHER BEHAVIORS AND INDICATIONS
Impatience Questioning of authority Persistent “what if” questioning that can be
interpreted as disruptive. Rebellious Dislike for tasks that require drill or repetition Disorganized Underachievement resulting from boredom Depression Frustration Isolation from peers for being “nerdy”
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LEARNING DISABILITIES AND GIFTED AND TALENTED
Once diagnosed with a learning disability the gifted student often is not considered for gifted services.
Frequently misdiagnosed because of related behaviors common to other learning disabilities.
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COMMON MISDIAGNOSIS
Disability Behavior
ADHD Impulsivity ODD Defiant Disruptive Question Authority Hostile
Bi Polar Depression Intense idealism OCD Urgency in rules Perfectionism Complex organizing parameters
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DISABILITY AND GIFTED AND TALENTED “TWICE EXCEPTIONAL”
IQ is estimated around 160 Suffers from Amyotrophic Lateral Sclerosis
also known as Lou Gehrig’s disease.
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DEVELOPMENTAL CHARACTERISTICS
Elementary School – generally in tune with the rest of their piers until more specific sorts of interests and talents develop. May experience frustration with lag of development of fine motor skills in relation to cognitive development.
Middle school – The beginnings of “asynchronous development” an incongruity between intellectual capability and emotional age.
Adolescence – exacerbated by the physical changes occurring may suffer depression, distrust in their abilities, increased rebellious behavior.
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THEORIES OF CAUSALITY OF GIFTS AND TALENTS
GENETIC AND ENVIRONMENTAL
The Gagne’ /Feldhausen Model Giftedness is: Predisposed set of inborn abilities
allowing a range of development – Genetic
Abilities interact with guidance, appropriate early instruction and chance - Environment
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CRITICAL CAUSAL ROLE OF SOCIO ECONOMIC STATUS
THE CULTURAL VOID – Economically disadvantaged and culturally
diverse students are severely under represented in the gifted and talented population.
Most gifted programs rely on local funding
Flawed identification Practices – test scores may exclude students with different cultural experiences.
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JACOB K JAVITS GIFTED AND TALENTED STUDENTS ACT OF 1988 (PL 100-297)
Through a series of federal grants called for special emphasis in identifying economically disadvantaged students, limited English proficient students, and students with disabilities who are gifted and talented.
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ENRICHMENT VS ACCELERATION
Grade Skipping – most common in elementary school
Advanced Placement Course – more common in high school
Ability Groups – introduced in middle school
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THINGS TO KEEP IN MIND IN YOUR LESSON PLAN
Problem based learning Allow for abstract thinking Reasoning activities Creative problem solving Content mastery Breadth and depth of topic – Independent study Talent development
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EDUCATIONAL STRATEGIES
Advanced content Differentiated Instruction Assessment of pace of learning Documentation for subsequent levels of
education Documentation of achievement to verify
competence Self regulation policy
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WHAT DO THE GIFTED STUDENTS SAY ABOUT THEIR EDUCATION?
http://www.youtube.com/watch?v=MDJst-y_ptI
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THE EDUCATIONAL SYSTEM TODAY
How do teachers and administrators view gifted and talented children?
Why are there such deficits in the cultural diversity of the gifted and talented population?
What is the result of a gifted and talented child not realizing their potential?
How can we as teachers be better advocates for these children?
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WHERE ARE YOUR GIFTS? http://literacyworks.org/mi/assessment/findyo
urstrengths.html