Giftedness and Talents

Prepared by: Cicilia Evi GradDiplSc., M. Psi

Definition

• Lewis Terman’s narrow view exclusively based on cognition, reasoning, and IQ test score of over 140 a fixed characteristic

• Multidimensional view intelligence, aptitudes, abilities, creativity and talents

• Mary Fraiser giftedness as the potential to excel at the upper end of any talent continuum (cited in Grantham, 2002)

Definition (2)

• Gifted or talented terms described individuals with high levels of intelligence, creativity, outstanding abilities, and capacity for high performance

• They have high potential to succeed at school and later in life as leaders who make unique contributions to society

Meet Dr Baramurali Ambati

Dr Heenal Raichula

Gardner’s Multiple Intelligence

• A broader view• Not merely connected to academic

achievements • May excel in one or more areas, but not

necessarily in all of them (8 areas) p. 467• The 9th existential intelligence is inclusive

Challenges

• Overcoming the assumption that they do not need special attention or unique education program

• Gifted individuals often do not reach their potential because their educational programs did not meet their needs (Benbow & Stanley, 1996)

Characteristics

• Five areas of focus to consider giftedness and talents among individuals (Reis & Housand, 2008):1. Intellectual ability2. Specific academic aptitude3. Creative or productive thinking4. Leadership ability5. Visual and performing arts

Characteristics (2)

• Females – Bias, stereotype, reduced opportunities– Single-sex school can excel their potential

• Culturally and Linguistically Diverse students– Poor school systems– African-American students refuse to join the program

don’t want to be different • Students with Disabilities – Which issue to address first …. – Twice exceptional students

Cause

• Both environment and heredity• Scores above 160 are like their parents’ and

grandparents’ scores!• IQ is not a fixed characteristic• Attitudes, motivation, expectations, and values

expressed in different cultures, societies, socioeconomic level and families influence the development of talent (Ford & Whiting, 2007)

Prevention

• Important prevent them from as many situations that negatively affect talent development attitudes & opinion expressed by family, friends, TV and print media influence behavior and teach role expectation

• Prepare programs that foster academic excellence and creativity

• Teachers may favor them academically, but do not encourage divergent, independent or imaginative behaviors

Assessments

• Gatekeepers put them to the right place • Early Identification – Almost from birth – Master developmental milestones early (p. 477)– Obvious to family members

• Prereferral – Educators should be aware of signs verbal and

nonverbal reasoning, leadership, academics, art, creative writing or poetry, and oral language

Assessments (2)

• Identification – Formal assessments– Informal (p. 478)

• Evaluation– Look at the underachievers boost motivation

and self-esteem

Early Intervention

• Early intervention leads to early entrance to preschool or the selection of an enriched or special preschool for gifted young children, also signaled the parents that their children need unique educational opportunities across the school years (Rimm, 2008)

• No respond diminished accomplishments during later school years, especially in poor family (Johnsen, 2008)

• Teachers provide flexible & individualized curriculum; prevent from being ridiculed

Teaching Gifted Students

• No single option or answer so, an array of programs, including separate programs for students by ability or interest may be part of the answer

• Variety of placement options: general classroom, resource rooms or pullout programs, self-contained classes, magnet school and any other of special schools

Contd.

• Key features of the programs:1. Problem-based learning2. Abstract thinking3. Reasoning activities4. Creative problem solving 5. Content mastery6. Breadth and depth of topic7. Independent study 8. Talent development

Acceleration

• Gifted students must access the curriculum at their own level because they must be intellectually and academically challenged by providing opportunities beyond general classroom

• Acceleration is an option that allows students to move through the curriculum more rapidly than their peers who learn in more typical ways (NAGC, 2004)

Contd.

• Different acceleration programs:1. Grade skipping2. Advanced placement course allows student to

study course content in more depth and they don’t have to take it again in college

3. Ability groups, such as: honors sections carry college credit

• Benefit of acceleration p. 481 - 482

Instructional Accommodations

• Differentiated instructions students receive different learning experiences that are above and beyond those provided to typical learners through the general education curriculum (Callahan, 2008) by modifying the standard curriculum’s content, learning environment or instruction provided (Tomlinson & Hockett, 2008)

Contd.

• Enrichment adding topics or skills to the traditional curriculum or presenting a particular topic in more depth transdisciplinary approach where they each focus on a different aspect of the topic – Curriculum compacting saving instructional time

for enrichment activities by reducing or eliminating topics that has been mastered

– Time can be reallocated to mentoring, independent study, internships, advanced study

Contd.

– Enrichment triad/ revolving-door model an inclusive model for gifted education where 15% - 20% of a school’s students participate in activities to develop thinking skills, problem solving and creativity read the type on p. 483-484

Technology

• Distance education technology using telecommunications tech to deliver instruction to many different sites to compensate lack of programs and resources, often the case at poor, urban schools

• Students can work in pairs or teams as they master course content online discussions with classmates

Collaboration

• Collaborative practices p. 489• Partnerships with Families and Communities – Families parental involvement, expectations,

learn about failures, rich home environment– Community mentorships, internships