Identifying the Gifted Children Across your School

From Caterpillar to Butterfly

The Agenda

1.Finding students with talent potential within your classroom and school

2.The importance of a whole school approach.

3.Looking differently at students

4.Steps to finding them.

5.Sharing and building momentum in your school

From Gagné Gifted behaviours are the natural,

untrained abilities in a range of domains

Talented performance is the result of systematic nurturing and development, resulting from practice, coaching and maturation and is demonstrated through field related skills and performance

Those who are talented perform within the top 10% of the population.

Talented performance is a choreography of the catalysts – environment, intrapersonal characteristics, giftedness and the developmental process.

From GagnéWithout a program of talent

development there is less chance of a gifted person reaching their potential

Talent development is about both environmental and intrapersonal characteristics

The developmental process is about practice,, coaching, maturation and time.

Who can identify the students we are talking about?

Classroom teachersParentsCounsellorsOther studentsOthers who work with students –

sport coaches, dance teachers, external tutoris, music teachers

Students themselvesAll of the above.

Activity

1.Write 10 things you would notice that might indicate possible talent potential.

2.Share with a partner – think about the youngest group in your school and the oldest group, What are the differences?

3.Join with another pair – combine your lists for a master list.

Checking in

Evidence of fast learning High curiosity in unusual ideas Unexpected depth of knowledge Language Humour Intensity Memory Keen interest in recoding Poor work habits Multi-tasking

And …..

Boredom, daydreamingOverdoing workUnfinished, incomplete work; low

qualityInterfering with othersProcrastinatingSmart alec behaviourCalling out/dominating classroom

discussion

Why think at a school level?

Entry abilityDevelopment ratesOffering chances to show potentialThe right of every child to

challenging learning within their ZPD

Ways to address it at a whole school level A whole school policy that begins

considering students as soon as they enter the school

Track evidence – keep records of demonstrations of talent at enrichment days, extracurricular tasks

Think outside the box – what are the ways students can demonstrate potential ?

Listen to what students offer an suggest Offer broad opportunities and then refine it. Look beyond schoolhouse giftedness.

Activity

Teacher pleaser? Schoolhouse giftedness? Talent? Take your earlier list and decide which of your indicators are those which relate to schoolhouse giftedness - while this is important who does this miss?

How might you notice the creative gifted students? Those with social/emotional giftedness?

Share and combine ideas.

Reflection

A formal test is not the only way to identify gifted children – and should really be the confirmation after an analysis of other data.

Talent is noticed over time – a portfolio of evidence will provide ample evidence, without relying on formal testing.

Noticing evidence in KLAs

Groups of 6 – ensure you have someone with an interest in each KLA.

Divide into KLA groups – ensure there is a representation from each home group.

Focus on your KLA – what might indicate an expert in this KLA at various levels of schooling – think about the skills and knowledge needed, the types of focus areas that fascinate experts in this area.

Make a list of things to look for.

Conclusion Those with talent potential can be noticed

in lots of different ways over their time in school.

We need to be alert to their potential in a variety of ways – not rely on a single test, or piece of evidence.

The potential a child has exists when they enter school, as they continue through school and as they reach the point of independent learners,

Can we give them the chance to shine?

A Process for Identification: Step 1: collect anecdotal evidence

Student completes a task at a deeper, higher level than expected.

Student contributes to classroom discussion with complex, relevant input

Student connects learning across KLAs or from earlier – makes an interesting conclusion

Student completes work accurately and speed

Students responds to material with obvious knowledge

Step 2

collect empirical evidence :Record results in standardised tests

from earlier in school lifeRecord classroom testing data –

class tests. Assignments,, classwork

Collect evidence from external sources – music exams, outside testing, succession competitions

Step 3

Collect anecdotal evidence from a range of sourcesParentsOther teachersSpecialist teachersCoachesThe studentsTheir peers and family

Step 4

Start to seek patterns of evidenceWhat types of patterns do you

notice? Are there clear areas of

excellence?Are there consistent examples of

needs? Are there gaps in the evidence?

Step 5

Observe and note the student in a range of settingsThe playgroundThe sport fieldThe musicalExcursionsFree timeLibrary borrowings

Step 6

Talk to the student and their family Include them in your thinkingLook beyond the conversationBe prepared for them to hide or

deny their talent

Step 7

Put it all together – what picture do you have of this student? Is further standardised testing

needed? What else do you need to know?

Step 8

Explore options –what can the school offer this student?AccelerationOpportunities for mentorsDifferent contentEnrichmentSkills development

Step 9

Set goals and time frameAllocate a program guideCheck in with the student that the

program ideas suit themSet out a contract or programImplement it

Step 10

Review and adjust the programKeep recordsMake notes of successContinue to plan and establish the

needs for the studentAllow scope for flexibility

Building whole school knowledge.

InformationExplorationGetting it into the classroomsCollect evidenceCelebrate success