gifted 101 presentation2011
TRANSCRIPT
GIFTED 101GIFTED 101An introduction to education for gifted and talented An introduction to education for gifted and talented studentsstudents
Presented by: Presented by:
Beth BrubakerBeth Brubaker
EDUFEST 2011EDUFEST 2011
Like Captured FirefliesLike Captured FirefliesIn her classroom our speculations ranged the world
She aroused us to book waving discussions.
Every morning we came to her carrying new truths, new facts, new ideas
Cupped and sheltered in our hands like captured fireflies.
When she went away a sadness came over us,
But the light did not go out.
She left her signature upon us
The literature of the teacher who writes on children’s minds.
I’ve had many teachers who taught us soon forgotten things,
But only a few like her who created in me a new thing, a new attitude, a new hunger.
I suppose that to a large extent I am the unsigned manuscript of that teacher.
What deathless power lies in the hands of such a person.
~John Steinbeck
California Teachers Association Journal
October, 1957
The public is sympathetic to the plight of the gifted.
Special provisions for the gifted are undemocratic.
Gifted children can get a good education on their own.
Everyone is gifted in some way.
The intellectually gifted differ as much from the average as do the mentally challenged.
A high IQ score is a good predictor of
real-world accomplishment.
The gifted are puny, introverted,
emotionally unstable persons.
Teachers are better at identifying
giftedness than a child’s peers or
parents.
Labeling a child “gifted” may lead to special treatment and special problems.
“The key issue is not whether a child is gifted or not gifted. Those labels are useful to us only in the sense that they (a) create an awareness that there exists a population of students whose exceptional abilities differentiate them from the rest of the student population and (b) suggest some characteristics which we should attend to in planning educational programs for those children.”
Carolyn Callahan
Gifted individuals from racial and ethnic minorities and of low socioeconomic status are less likely to be identified.
Accelerating eager gifted learners
sometimes causes them social or
emotional harm.
Gifted students should be encouraged to direct their own learning.
http://www.youtube.com/watch?v=MDJst-y_ptI&feature=related
Definitions of Giftedness
Marland Report: U.S. Office of Education:
Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society (p.IX)
Definitions of Giftedness
State of Idaho:
…those children possessing demonstrated or potential abilities that give evidence of high performing abilities in intellectual, academic, leadership, creativity, and visual or performing arts.
Definitions of Giftedness
Susan Richert:
“There are no gifted children, only children with potential for giftedness. Being gifted means making (as an adult) an original contribution to one’s field.”
Definitions of Giftedness
Jewel Hoopes:
“Being gifted means giving back a gift.”
Above Average Ability
CreativityTask
Commitment
GiftedBehavior
High
Achieving
Giftedness
Creative/ProductiveGiftedness
Renzulli's Conception of Giftedness
Schoolhouse Abilities
Creative Productivity AboveAverageAbility
TaskCommit-
mentCreativity
• ___________________________• ___________________________• ___________________________
Above Average Ability
Creativity
Task Commitment
Renzulli & Reis, 1997
• ____________________• ____________________• ____________________
Analytic Thinking
Ability to Generalize
Ability to Learn Inductively
"I skimped a little on the foundation, but no one will ever know it."
SENSITIVITY TO HUMAN CONCERNS
OPTIMISM ･ hope
･ positive feelings from
hard work
ROMANCE WITH A TOPIC OR DISCIPLINE
VISION/SENSE OF DESTINY
PHYSICAL/MENTAL ENERGY
COURAGE
WISDOM
SATISFYING LIFESTYLE
THE PURSUIT OF HAPPINESS
Intelligences Outside the Normal Curve
Joseph S. RenzulliThe University of Connecticut
･ psychological/intellectual
independence
･ moral conviction
･ absorption
･ passion
･ sense of power to change things
･ sense of direction
･ pursuit of goals
･ charisma
･ curiosity
･ insight
･ empathy
diversity
balance
harmony
proportion
Calvin! QuitBanging Around!
Calvin! QuitBanging Around!
You’d think this would be the type of thing we’d learn about in science class, but no, we learn about cirrus
clouds.
Traits, Aptitudes, and Behaviors
HumorConveys and picks up on humor.
Problem-Solving AbilityEffective, often inventive, strategies for recognizing and solving problems.
Communication SkillsHighly expressive and effective use of words, numbers, and symbols.
MotivationEvidence of desire to learn.
InterestsIntense (sometimes unusual) interests.
InquiryQuestions, experiments, explores.
MemoryLarge storehouse of information on school ornon-school topics.
InsightQuickly grasps new concepts and makes connections; senses deeper meanings.
Imagination/CreativityProduces many ideas; highly original.
ReasoningLogical approaches to figuring out solutions.
Adapted from: Frasier & Passow, 1994
Characteristics of Above Average Ability
Above Average Ability (General) high levels of abstract thoughtadaptation to novel situations rapid and accurate retrieval of
information
Above Average Ability (specific) applications of general abilities to
specific area of knowledgecapacity to sort out relevant from
irrelevant informationcapacity to acquire and use
advanced knowledge and strategies while pursuing a problem
Characteristics of Above Average Ability
Characteristics of Characteristics of CreativityCreativityfluency, flexibility, and
originality of thought
open to new experiences and ideas
curiouswilling to take riskssensitive to aesthetic
characteristics
Positive Characteristics of Creativity
aware of their own creativeness
original independent willing to take risks energetic curious keen sense of humor
attracted to complexity and novelty
artistic open-minded need for privacy,
alone time perceptive
Negative Characteristics of Creativity questioning rules and
authority stubbornness low interest in details forgetfulness carelessness and
disorganization with unimportant matters
absentmindedness indifference to
common conventions
tendency to be emotional
Advanced vocabulary use Exceptional analytic abilities High levels of creativity Advanced problem solving skills Good memory Task commitment Spatial abilities Ability to think of divergent ideas and solutions Specific aptitude (artistic, musical, or mechanical) Wide variety of interests
Characteristics of Gifted Students with Learning Disabilities
Characteristic Strengths
Characteristics of Gifted Students with Learning Disabilities Characteristics Which Hamper Identification as Gifted
Frustration with inability to master certain academic skill Learned helplessness General lack of motivation Disruptive classroom behavior Perfectionism Supersensitivity Failure to complete assignments Lack of organizational skills Demonstration of poor listening and concentration skills Deficiencies Low self-esteem Unrealistic self-expectations Absence of social skills with some peers
Characteristics of Task Commitment capacity for high levels of interest,
enthusiasm hard work and determination in a
particular area self-confidence and drive to achieve ability to identify significant problems
within an area of study setting high standards for one’s work
Social and Emotional Characteristics of Gifted Children Which May Pose Challenges
perceptiveness high involvement and preoccupation; need to understand heightened sensitivity perfectionism uneven integration of intellectual abilities emotional intensity feelings and early awareness of being different asynchronous development of physical, intellectual, social, emotional aspects anxiety caused by advanced knowledge early adolescence (some children, especially highly gifted, may skip the latency
stage of development) need for mental stimulation excitability and overexcitability (Dabrowski) need for precision tendency toward introversion
1. Albert Wright
2. Elaine Hawkins3. Kiyoshi Yamashita Kiyoshi Yamashita4. Mary hall5. Mike Grost6. Sam Edder7. William Horn
Abraham LincolnIsadora Duncan
Eleanor RooseveltMike Grost
Albert Einstein
Bill Bradley
Identification: The Great Debate
One of the most widely discussed and debated topics in education
No easy answers or simple solutions to identification questions
An indication of the far-reaching effects that decisions related to identification have on students, schools, and communities
http://www.humorsphere.com/fun/8787/colortest.swf
#1
Research revealed that
_____%
Of the fourth graders tested could attain a score of 80% or higher in Math even before they opened their books in September. Similar
findings were published in Social Studies with tenth graders and in Science with both fourth
and tenth graders.
#1
Research revealed that
_60_____%
Of the fourth graders tested could attain a score of 80% or higher in Math even before they opened their books in September. Similar
findings were published in Social Studies with tenth graders and in Science with both fourth
and tenth graders.
#2
Research showed that
_______%
Of average readers in 5th and 6th grade could pass pretests on basal
comprehension skills before the skills were covered in class. Accuracy levels were 92% for average students and 93% for
those above average.
#2
Research showed that
___78-88__%
Of average readers in 5th and 6th grade could pass pretests on basal
comprehension skills before the skills were covered in class. Accuracy levels were 92% for average students and 93% for
those above average.
#3
At the National Research Center for Gifted and Talented at the University of
Connecticut, research revealed that most elementary teachers can forego
____________ %
Of the basal regular curriculum for targeted students in the general population.
#3
At the National Research Center for Gifted and Talented at the University of
Connecticut, research revealed that most elementary teachers can forego
__40-50__________%
Of the basal regular curriculum for targeted students in the general population.
#4
At the National Research Center for Gifted and Talented at the University of Connecticut, researchers found that in both Language Arts and Math, many
bright youngsters are able to bypass as much as
_____________%
of the regular curriculum.
#4
At the National Research Center for Gifted and Talented at the University of Connecticut, researchers found that in both Language Arts and Math, many
bright youngsters are able to bypass as much as
___70__________%
of the regular curriculum.
#5Many define “gifted”
as an IQ above_________.(number)
#5Many define “gifted”
as an IQ above132.(number)
#6
______(number)
States do NOT require the identification of gifted
students. Idaho DOES require identification!.
#6
__18____(number)
States do NOT require the identification of gifted
students. Idaho DOES require identification!
#7Over ______________%Of gifted children are introverted compared with 30% of the general population.
#7Over 70 %Of gifted children are introverted compared with 30% of the general population.
#12
_______________________(number)
of gifted students in public elementary and secondary schools in
the United States in 2000.(National Center for Education Statistics)
#12
There were
____2,926,034__ (number)
gifted students in public elementary and secondary schools in the United
States in 2000.(National Center for Education Statistics)
#13
Gifted students comprise,
or make up,
________%
of the total public school enrollment in the United
States.
#13
Gifted students comprise,
or make up,
___6.3_____%
of the total public school enrollment in the United
States.
#14
Dropout rates among the gifted reach as high as
________% of the total dropout rate.
#14
Dropout rates among the gifted reach as high as
______30__% of the total dropout rate.
#16
Less than ______ cents out of every federal dollar spent for education funds programs for
gifted.
#16
Less than ____2__ cents out of every federal dollar spent for education funds programs for
gifted.CHANGE: 2011=JAVITTS GRANT REMOVED=$0.00
#17
In 2006, Congress appropriated
$______________
In the Jacob Javitts Gifted and Talented Act.
#17
In 2006, Congress appropriated
$9.6million_
In the Jacob Javitts Gifted and Talented Act.
CHANGE: 2011=JAVITTS GRANT REMOVED=$0.00
#18
When teachers trained in curriculum modification for gifted students eliminated
as much as
________%
of the regular curriculum for gifted students, NO differences in the out-of-level
achievement test results were found compared to pretest scores.
#18
When teachers trained in curriculum modification for gifted students eliminated
as much as
____50____%
of the regular curriculum for gifted students, NO differences in the out-of-level
achievement test results were found compared to pretest scores.
#19
Research conducted at the University of Connecticut National Research
Center on Gifted and Talented found that NO curriculum modifications are
being made for the gifted in
__________%
of classrooms across the country.
#19
Research conducted at the University of Connecticut National Research
Center on Gifted and Talented found that NO curriculum modifications are
being made for the gifted in
____85______%
of classrooms across the country.
#22
The Idaho Legislature formerly provided
$____________
training grant money for teachers, parents, administrators, and counselors
to learn about gifted students.
This has now been eliminated.
#22
The Idaho Legislature formerly provided
$__500,000__________
training grant money for teachers, parents, administrators, and counselors
to learn about gifted students.
This has now been eliminated
Classroom Practices Study
Teachers reported that they never had any training in meeting the needs of gifted students.
61% public school teachers54% private school teachers
Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph 93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Classroom Practices Observational Study
Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated:
Reading Language ArtsMathematics Social StudiesScience
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
GOALS OF CURRICULUM COMPACTING
•Create a challenging learning environment
•Guarantee proficiency in basic curriculum
•Buy time for enrichment and acceleration
Rationale for Curriculum Compacting1. Textbooks have been "dumbed down."2. Students already know much of their texts'
content before "learning it."3. The quality of textooks has failed to improve.4. The needs of high ability students are often
not met in classrooms.5. The pace of instruction and practice time can
be modified.6. Compacting guarantees educational
accountability.
Reis, S.M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum Compacting: The complete guide to modifying the curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.
Individual Educational Programming Guide—The Compactor
Curriculum Areas to Be Considered
for Compacting
Procedures for
Compacting Basic
Materials
Acceleration and/or
Enrichment Activities
NAME IT
NAME IT
Prove it Change it
AREAS TO BE AREAS TO BE CONSIDERED FOR CONSIDERED FOR COMPACTING: COLUMN COMPACTING: COLUMN 11• STANDARDIZED TESTSSTANDARDIZED TESTS
•Pretests
•Anecdotal Records
A “ BELL CURVE SEATING CHART”
Consistently finishes tasks quickly Finishes reading assignments first Appears bored during instruction time Brings in outside reading material Creates own puzzles, games, or diversions in
class Consistently daydreams Uses vocabulary and verbal expression
advance of grade level
Individual Educational Programming Guide—The Compactor
Curriculum Areas to Be Considered
for Compacting
Procedures for
Compacting Basic
Materials
Acceleration and/or
Enrichment Activities
NAME IT
NAME IT
Prove it Change it
Guarantee Proficiency: Guarantee Proficiency: Column 2 Column 2• Pretest: insure standards are Pretest: insure standards are
metmet
•Teach what student does NOT know
•Eliminate parts of regular curriculum student already knows
•Accountability! Document!
Individual Educational Programming Guide—The Compactor
Curriculum Areas to Be Considered
for Compacting
Procedures for
Compacting Basic
Materials
Acceleration and/or
Enrichment Activities
NAME IT
NAME IT
Prove it Change it
"First grade would be all right if it weren't for the 11 sequels."
Acceleration and/or Acceleration and/or Enrichment Activities: Enrichment Activities: Column 3Column 3 NOT just more quantity!NOT just more quantity!
•Real world experiences: research, problem solving, methodological “how to”
•Authentic evaluation: find a real world audience
•Consider interest areas and learning styles
•Provide Managerial assistance
Investigating real problems…Investigating real problems…
The young person thinking,feeling, and doing like thepracticing professional...
“We don’t expect little children to do great things, but we expect them to do little things in a great way…
even if at a more junior level thanadult scientists, writers,
filmmakers, etc.”
Use more authentic methods of instruction…Use more authentic methods of instruction…
Use Data…
Use Instruments!
Designing quality Enrichment activities
and opportunities
•Pacing
•Acceleration
•Depth PASSION!
Push me! See how far I go!
Work me ‘til I drop. Then pick me up.
Open a door, and then make me run to it before it closes.
Teach me so that I might learn,
Then let me enter the tunnel of experience alone.
And when, near the end,
I turn to see you beginning another’s journey,
I shall smile.
~Kathleen, age 14
Designing quality Enrichment activities
and opportunities
Renzulli Learning matches students’ interests and learning styles to hundreds of enriched,
challenging opportunities on-line. All of the activities and options in the Renzulli Learning System are based on The Enrichment Triad
Model, which has been cited as the most widely used plan for
enrichment and talent development in the world.
What is Renzulli Learning?http://renzullilearning.com/
Designing quality Enrichment activities
and opportunities
•Pacing
•Acceleration
•Depth PASSION!
SimulationsSimulations
•Problem Solving
• Differentiation: Cubing!
•RIGOR!
Types of Differentiation in Which Target Gifted Students Were Involved
N o D ifferen tiatio n A d v an ced C o n ten t A d v an ced P ro cess A d v an ced P ro d u ct In d ep . S tu d y w /A ssig n ed In d ep . S tu d y w /S elf-selected O th er D ifferen tiatio n
0
20
40
60
80
100
Reading
Language Arts
Mathematics
Science
Social Studies
All Subject Areas
Per
cent
No
Dif
fere
ntia
tion
Adv
ance
d C
onte
nt
Adv
ance
d P
roce
ss
Adv
ance
d P
rodu
ct
Inde
p. S
tudy
w/
Ass
igne
d T
opic
Inde
p. S
tudy
w/
Sel
f-se
lect
ed T
opic
Oth
er
Dif
fere
ntia
tion
Some Differentiation Teaching Strategies
Curriculum CompactingAccelerationAdvanced ProductsEnrichment ClustersTiered AssignmentsAlternate Choice AssignmentsEnrichment and AccelerationHigher level QuestionsGrouping OptionsIndependent Study and Research StudiesCompetitions and Mentorships
Students should feel proud that they have a question,
rather than pleased that they have the answer.
~Janice Szabos1995 Pieces of Learning Active Questioning
“It is better to know some of the questions
than all of the answers.”
~James Thurber
By Nancy Johnson
1.. Quantity Questions
Name many ways to get out of this room
2. Compare / Contrast2. Compare / Contrast
Compare a rattlesnake to a missile.
3. 3. Feelings/opinions/point Feelings/opinions/point ofof view/personificationview/personification
Should our country stop importing chocolate?
4. “What if?”4. “What if?” QuestionsQuestions
What if humans had no opposable thumbs?
5. “How come?” 5. “How come?” QuestionsQuestions
How come jumbo shrimp are so small?
Questions That Can Be Used To Escalate the Level of Discussions About Concepts and IdeasQuestions That Can Be Used To Escalate the Level of Discussions About Concepts and Ideas
Consistency with Evidence
1. How is the statement supported by observations? 2. How is the statement supported by
the observations of others? 3. How is the statement supported by data? 4. How does evidence from nature support
the statement? 5. How well does your statement reflect
the data?
I used to think kids were really smart if
they could answer my questions.
Now I think they’re smart if they can ask
good questions!
The National Research Center on the Gifted and Talented
www.gifted.uconn.edu
Social and Emotional Findings
Western Academic Western Academic Talent Search (WATS)Talent Search (WATS) Center for Bright Kids Center for Bright Kids 9975 Wadsworth Pkwy9975 Wadsworth Pkwy Unit K-2 #504Unit K-2 #504 Westminster, CO 80021-6814Westminster, CO 80021-6814
Formerly known as Rocky Formerly known as Rocky Mountain Talent Search and Center Mountain Talent Search and Center for Innovative and Talented Youthfor Innovative and Talented Youth
NAGC Gifted Program Standards
Aiming for Excellence: Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standardswww.nagc.org
In 1998, NAGC developed and released the Pre-K -- Grade 12 Gifted Program Standards designed to assist school districts in examining the quality of their programming for gifted learners.Recognizing that the on-going evaluation and re-tooling of a successful gifted program is an evolutionary process, the NAGC Standards detail a framework including both minimum standards (nominal requirements for satisfactory programs) and exemplary standards (characteristics of excellence in gifted education programming).
Each time we steal a student’s struggle, we steal the opportunity to
build self-confidence. They must learn to do hard things to feel good about themselves. Self-confidence
comes from being successful at something we perceive as difficult.
*Susan Winebrenner
Students who achieve A’s based on what they have
already learned are gaining daily practice in
underachievement.
~Linda Silverman
“There is nothing more unequal than
the equal treatment of
unequal people.”
~Thomas Jefferson
Gifted programs do not cause an elitist
attitude.
In fact, the gifted program may be the first time a highly-
capable student is truly challenged, which is a
very humbling experience.
A Nation Deceived: How Schools Hold Back America’s Brightest Students
~The John Templeton Foundation 2004
The research is clear: when it comes to meeting the needs of gifted students, acceleration is effective and needs to be the cornerstone of a gifted program.
Prof. Dumbledore:It is our choices, Harry, that show what we truly are, far more than our abilities.
J. K. RowlingHarry Potter and The Chamber of Secrets
“If you want to leave footprints in the sands of time, you’d better wear work boots.”
~Thomas Edison
A Hero Lies in Wait
Sitting in every one of those desks is pure, unbridled potential
I must look for the tiniest spark of a clue, though it may seem inconsequential
And despite the behaviors that mask what’s there, what’s there is mine to reveal
I must look beyond and see inside to all they think and feel
What’s inside the quiet mind? A philosopher? A writer?
And what’s inside the rebellious one? I’ll never know if I fight her.
Which one will be the doctor who may someday cure a disease?
And which will be the adventurer who will one day sail on the breeze?
And who will be the motherly one who cares for her children’s needs?
Which will be the philanthropist helping through unselfish deeds?
Who will be the mechanic, the attorney, or the pilot?
Who will climb the rainbow in search of indigo and violet?
I have to remind myself each day, so emotions will not lead my mind astray
That inside of every student I teach a hero lies in wait
And the way I treat each one today will help to mold that fate.
~taken from Seven Simple Secrets: What the Best Teachers Know and Do
