gt presentation
DESCRIPTION
GT PresenttaionTRANSCRIPT
THE GIFTED & TALENTED
Prepared by Union 98 GT Teachers•Leda Ball - MDI HS
•Sarah Winne - Conners Emerson
•Kate StDenis - Mount Desert
•Tracey McCarthy - Pemetic & Tremont
PART 1: Defining ‘gifted’
PART 2: Characteristics
PART 3: Identification
PART 4: Services
Kenneth Hill, COA
True or False?
1. All children are “gifted” in some way.
2. A high I.Q. (above 130) is required for giftedness.
3. There is a strong biological basis for giftedness.
4. Giftedness, when it occurs, is generally global.
Kenneth Hill, COA
1. All Children Are Gifted in Some Way: False
State of Maine Definition of Gifted and Talented Children(based on the federal definition)
Children with exceptional ability, aptitude, skill, or creativity in
one or more academic areas
or in the literary, performing, and/or visual arts
Granted all children are special, unique, and wonderful… but not all are gifted.
- Renzulli & Reis, 1991
Kenneth Hill, COA
2. A High I.Q. Is Required For Giftedness: False
• High I.Q is associated, not required, with giftedness..
• Estimated that there are 180,000 students in U.S. schools who are
gifted and learning disabled. Depression of scores may occur, due to
the disability.
• Once I.Q. exceeds 90, a high I.Q. is irrelevant in the fields of music
and art.
Kenneth Hill, COA
3. There is a biological basis for giftedness: TRUE & FALSE
Gifted Children tend to have:• Larger heads/brains• Faster reflexes• Greater bilateral representation of language• Common non-right handedness• Greater immune system disorders.• Born to older mothers (30.8 years)• Be first born or only children
Nature and Nurture must work together.
Kenneth Hill, COA
Not one world-class performer has ever achieved expertise without:
An environment that supports and encourages the child’s strengths, andA long and intensive period of training
•First, from warm, supportive teachers and
•Then, from demanding and rigorous master teachers.
-Benjamin Bloom
Brain activity reading Brain activity watching TV
Kenneth Hill, COA
4. Giftedness, when it occurs is generally global: False
• More often than not, children are unevenly gifted.• Current research, however, suggests that certain
critical thinking abilities and dispositions can be generalized across domains. – Academic, Social, Moral, Interpersonal, Intrapersonal
Gifted Characteristics & Needs
Cognitive and Affective
Superior Abstract Thinking
Gifted Students have an ability to differentiate patterns at an early
age.
Needs: To be exposed to abstractions and
relationships, and to be given opportunities for drawing and testing generalizations
Problems: Omitting detail, questioning generalizations
of others
Kenneth Hill, COA
• Great minds don’t necessarily know the right answer more often… they are simply better at identifying and eliminating incorrect answers.
• Non-gifted often get stuck “checking” false beliefs.
Superior Communicator
Gifted Students have a high level of language development and verbal ability.
Needs: To share ideas verbally in depth and to encounter uses for difficult vocabulary
Problems: Dominating discussions with information or
questions - possibly being perceived as a show-off
Superior Communicator
A 4th grader’s comment after correctly solving a math problem involving ratios
and a salsa recipe:
The recipe sounds very tasty. I’d like to make it at home sometime, but maybe you want to dilute the jalapeno peppers.
Learns rapidly
Gifted Students learn faster.
Needs: Instruction available at rates appropriate to
individual pace of learning
Problems: Frustration with inactivity or perceived
absence of progress
Learns rapidly
He just gets it.
- reported numerous times by teachers and parents
Heightened Curiosity
Gifted Students have unusually varied interests and curiosity.
Needs: To be exposed to varied content and to be
allowed to pursue individual ideas
Problems: Difficulty conforming to group task; taking
on too much; persistency in asking questions
Broader & Deeper Knowledge
Gifted students have high retentiveness, often knowing extraordinary quantities of
information.
Needs: To master foundation skills early on and then be
exposed to new and challenging information
Problems: Restlessness and impatience with ‘waiting for the
group’; overextending self.
Broader & Deeper Knowledge
Said by an 8th grader who was carrying around a stack of 6 classics:
I’m not particularly interested in these, but they’ll be really good reference for next year.
Long Attention Span
Gifted Students are goal directed with long attention spans.
Needs:
To pursue activities beyond allotted time spans and to set priorities for oneself
Problems: Hyper-focusing so as not to complete
assignments; being perceived as stubborn or uncooperative
Kenneth Hill, COA
The truth is that prodigies usually push their parents and teachers!
Independent
Gifted Students have heightened self-awareness and ability to be
independent.
Needs:
To work alone and to learn to assert needs non-defensively
Problems: Isolating self, being considered aloof;
difficulty sharing self
Heightened Sensitivity
Gifted Students have an idealism and sense of justice, which appears at an
early age.
Needs:To find values to which he or she can be
committed
Problems:Attempting unrealistic reforms and goals
with resulting intense frustration
Kenneth Hill, COA
• Gifted people have higher moral reasoning but not necessarily moral action.
– Hill, 1995
• Highly intelligent children are superior to average children in their resistance to temptation.
– Hartshorne and May
Heightened Sensitivity
I heard on the radio last week that a law has been changed about what torture is, and that’s not right. Do you think the president would accept a letter from an eleven year old?
- A 5th grader
Heightened Sensitivity
Gifted Students have unusual sensitivity to the expectations and feelings of
others.
Needs: To learn to clarify the feelings and
expectations of others
Problems:Unusual vulnerability to the criticism of
others, and a high level of need for success and recognition
Kenneth Hill, COA
• Over 60% of gifted people are introverted compared with 30% of the general population.
• What is normal for the gifted is most often labeled as neurosis in the general population.
–Azpeitia and Rocamora
Heightened Sensitivity
I could feel the cold water wrap around me like a cape.
- 7 year old
High Standards
Gifted Students have high expectations of themselves and others.
Needs: To learn to set realistic goals and to accept
setbacks
Problems: Procrastination; perfectionism; high levels
of discouragement or frustration
High Standards
I’m not any good at math. I always make my 3’s backwards.
- a 1st grader
(with a perfect nonverbal OLSAT)
Keen Observer
Gifted Students have a heightened ability to see unusual
relationships.
Needs: To be allowed to organize information in
unique ways
Problems: Frustration with others’ lack of ability to
appreciate original organizations or insights; frustration with ambiguity
Keen Observer
She knows every book in the classroom library, even if she hasn’t read it. She can recommend any of the books or give summaries of them.
- 5th grade teacher about a GT student
Imaginative & Original
Gifted Students have flexible and imaginative thought processes.
Needs: To be allowed to solve problems in diverse ways
Problems:Being seen as disruptive and disrespectful
to authority and tradition
Kenneth Hill, COA
There is evidence of a link between extreme creativity and mental illness, especially within the subpopulation of writers, poets, and visual artists.
- Andreasen 1988; Jamison, 1989; 1993; Richards, 1989
There also seems to be an increased rate of suicide in eminent creative people.
Imaginative & Original
From the pen of a 7th grader:
In Einstein’s realm of work, imagination was important, because how could one formulate ideas as broad-minded and well, imaginative, as Einstein's with no imagination?
Keen sense of humor
Gifted Students have a keen sense of humor (which may be gentle or hostile).
Needs:To learn how behaviors affect the feelings
of others
Problems:Distracting task-at-hand; using humor for
critical attack upon others, resulting in damaged interpersonal relationships
Keen sense of humor
This student is intellectually mischievous.
- A 5th grade teacher
UNION 98UNION 98
GIFTED & TALENTED GIFTED & TALENTED PROGRAMPROGRAM
K-12 IDENTIFICATIONK-12 IDENTIFICATIONCRITERIACRITERIA
Kenneth Hill, COA
Common Methods for the Identification of Giftedness
• Ability Tests– Benefit: measures potential
– Limitation: doesn’t consider motivation
• Achievement Tests– Benefit: measures knowledge
– Limitation: only as good as questions
• Parent/Teacher Report– Benefit: personalized, inclusive, directive
– Limitation: false positives, not norm referenced
Kindergarten - 2nd Advanced Early Learner in Reading & Math
Student meets standard in three criteria:
1. Group Achievement Test (DRA, NWEA, Woodcock Johnson, Key Math)
*Standard: 98th percentile or two grade levels above
2. Parent Checklist *Standard: 10 or more of the 12 learning characteristics
(frequently or almost always)
3. Teacher Checklist (Characteristics of an Individual Gifted Student)
*Standard: 10 or more of the 12 learning characteristics
Grades 3-12 GT Criteria
3rd - 12th Grade3rd - 12th Grade
Gifted with “General Intellectual Ability”Gifted with “General Intellectual Ability”AUTOMATIC QUALIFICATIONAUTOMATIC QUALIFICATION
Student meets the standard on EITHER criteria:Student meets the standard on EITHER criteria:
1. Group Mental Ability Test: OLSAT *Standard: OLSAT verbal and nonverbal score of 145 or above
• Individual Intelligence Test: Wisc or Stanford Binet
*Standard: full-scale IQ score of 135 or above within the past three years
Grades 3-12 GT Criteria
3rd - 12th Grade3rd - 12th GradeGifted with “General Intellectual Ability”Gifted with “General Intellectual Ability”
MULTIPLE CRITERIA QUALIFICATIONMULTIPLE CRITERIA QUALIFICATION
Student meetsStudent meets the required standard on 3 or more of the the required standard on 3 or more of the following criteria:following criteria:
• Group Mental Ability Test or Individual Intelligence Test *Standard: OLSAT total score of 135 or above OR a verbal and nonverbal score of 130 or above OR*Standard: Full-scale IQ score of 130 or above
Grades 3-12 GT Criteria
2) Group or Individual Achievement Test (NWEA, MEA, PSAT, SAT, Union Writing Prompt)
*Standard: Pattern of performance on at least 2 of the last 3 test results in each of the three content areas AND*Standard: 96th percentile or “Exceeds the standard” in each of the three content areas: reading, math, and language usage or writing
3) Parent Checklist*Standard: 8 or more of the 12 learning characteristics (frequently or almost always)
4)Teacher Checklist *Standard: 8 or more of the 12 learning characteristics in three or more subject areas (frequently or almost always)
Grades 3-12 GT Criteria
3rd - 12th GradeGifted with “Specific Academic Aptitude”
MULTIPLE CRITERIA QUALIFICATION
1. English/Language Arts 2. Math 3. Science4. Social Studies
Student meets the required standard on all 3 criteria in any one of the four core content areas. The content area of English/Language Arts requires that the student meet the standard in both reading and language or writing.
Grades 3-12 GT Criteria
1) Group OR Individual Mental Ability or Aptitude Test*Standard: Verbal or non-verbal/performance score of 130 or above on the OLSAT, WISC, or Stanford Binet
Verbal score serves as a criterion for English/Language ArtsNon-verbal or performance score serves as a criterion for Mathematics
2) Group Achievement Test (NWEA, MEA, SAT, PSAT, Local Assessments, or Woodcock Johnson Test)
*Standard: Pattern of performance on at least 2 of the last 3 test results in the core content area, AND*Standard: Scores in the 96th percentile or scores that “exceed the standard” or indicate achievement two grade level standards above
3) Learning Characteristics (Teacher Checklist: Characteristics of an Individual Gifted Student)
*Standard: 8 or more of the 12 learning characteristics in the core content area
If a student meets only two of the identification criteria, the
G&T Specialist will monitor the student’s progress and
programming. Additional information may be gathered
through this process about the student’s learning needs.
Consideration of students listed as possible underachieving
G&T students warrants further investigation with the
guidance counselor. Reconsideration by the Identification
Team may be made at any time.
UNION 98
GIFTED AND TALENTED PROGRAM OF SERVICES
G&T Services • Consultation• Curriculum and instructional differentiation• Compacting• Cluster grouping or small group instruction• Individualized and independent learning• Mentoring, internships & apprenticeships • Distance Learning• Advanced classes • Specialized classes • Pull-out programming• Mixed-age grouping • Acceleration
Curriculum and Instructional Differentiation
• Pretest out of skills and content they have already mastered
• Adjust their pace to allow for greater depth of learning
• Engage with material at the appropriate level of complexity
• Flexible grouping
• Independent work in area of interest
COMPACTING
• Pretest around factual knowledge and basic skills accelerating students through mastery of necessary knowledge and skills
• Focus on those processes that represent a higher level of cognitive engagement
Consultation
Work with the classroom teacher to offer a coordinated, comprehensive, and integrated structure of services
• Assess student abilities• Monitor the needs of high ability students• Modify activities to challenge gifted students
Individual Learning Plan
• Work with the classroom teacher to develop, implement, monitor, revise and evaluate a program to meet the unique learning needs of the individual gifted student
Cluster Grouping or Small Group Instruction
• Placing all the G&T students in a particular grade in one classroom
• Teacher who is ready to differentiate the curriculum for their gifted students
Mixed Age Groupings and Specialized Classes
• Interest
• Ability
Specialized Classes
• Project
GT Summit
Individualized and Independent Learning
• Opportunities that allow gifted students to develop their talents in an area of interest
• Develops independent learning skills
Mentoring, Internships and Apprenticeships
• Opportunities to work with knowledgeable people in the student’s area of interest
• Develop the knowledge and skills specific to that area
Advanced Classes
• Honors Level Classes
• Advanced Placement Classes
• College Classes
• Distance Learning
Acceleration
• Advanced Material
• Content Acceleration
• Grade Acceleration
• Dual Enrollment
• Early Graduation
Pullout Programming
• Allows the student to work at their level• Acceleration and Compression of Content • Focus on higher order thinking skills
Analyzing, Synthesizing, and Evaluating• Opportunities for students to develop
advanced products• Focus on Problem Solving Skills
Union 98 G&T Program Description
http://blue1.emerson.u98.k12.me.us/gtprogram/