Addressing Your Students Needs as Learners:

Addressing Your Students Needs as Learners:The characteristics of giftedness in specialpopulations of gifted students.

Diana Martin 12/14/2014

Lets Think About ItWhat comes to mind when one says gifted?

How do you know a gifted learner when you encounter one in your classroom?

Our goal as educators is to provide the each student with the optimal educational experience.

To accomplish our goal, we must:properly identify our students strengthsuse identified strengths to help each student progress in areas where they need strategic instruction.help each student grown in areas where they excel

Who Are Gifted Students?Newport News Public Schools Statement of Philosophy for the Education of Gifted Students:

The Newport News Public School system is committed to the academic success of all students and to providing challenging learning experiences for all students that build individual strengths and optimize abilities. (Newport News Public Schools, 2013, p. 4)

Newport News Public Schools operational definition of gifted students are those students in public elementary, middle, or high school beginning in kindergarten through twelfth grade who demonstrate high levels of accomplishment or who show the potential for higher levels of accomplishment when compared to others of the same age, experience, or environment. The students aptitudes and potential for accomplishment are so outstanding that they require special educational programs to meet their academic needs. (NNPS, 2013, p. 5)

Giftedness presents in different ways in students from different populations.

Giftedness presents in different ways in students from different populations.

Underrepresented PopulationsSeveral populations tend to be under-represented in gifted programs. Factors causing this include: culturally biased assessment proceduresthe use of an outdated definition of giftednessdifferences in educational opportunitiescultural diversitiessocietal and/or environmental factors handicapping disabilitiesLack of understanding by staff and families about the characteristics of giftedness. (Callahan, C.M. & Hertberg-Davis, H.L., 2013, p. 329).

Under-Identified PopulationsAfrican AmericansEconomically disadvantagedLatino and HispanicNative AmericansTwice-Exceptional StudentsStudents from Rural AreasEnglish Language Learners

Demographics: the Reality of Underrepresentation and Student EnrollmentThere are 29,786 students enrolled in Newport News Public Schools.16,182 of the total number of students are African American. This is 54.3% of the entire population.Of the total number of students, 57.8% (17,206 ) are economically disadvantaged. This contrasts to the 2,772 or the 9.3% of the student body who receive gifted services. (NNPS, 2014, text box)

Characteristics of Gifted African American StudentsExcels in math and problem solving activitiesMay used abstract or innovative problem solving strategiesPossesses a strong spatial awareness and tends to view the whole picture as opposed to the pieces composing the wholeMay possess above-average knowledge relating to nonacademic subjectsAdvanced performance in any particular subject, to include the arts or athletics, when compared their same age peers.

Characteristics of Gifted African American StudentsPossesses a wide variety of interest and are more likely to demonstrate their abilities through nontraditional or creative outlets outside of schoolMay become board, refuse to work on rote assignments, and act-out when required to complete task the student deems to be meaningless, routine, or repetitive and when working on grade level subject where they excel. (Kalbfleisch, 2013, p. 360)May allow the school learning climate and the community to influence or hinder learning opportunitiesMay distrust authority, which leads to defiance and the appearance of a rebellious spirit when dealing with those in places of authorityDemonstrates leadership capabilities in nontraditional settings such as the playground, church, in the home environment, or in extracurricular activities.

Characteristics of Gifted African American StudentsMay have an advanced vocabulary and superior language ability/verbally fluency, but may have illegible handwriting of poor writing abilities Has the ability to code-switch from the home dialect into Business EnglishProvides articulate and/or out-of-the-box responses to questionsIs curious and has the tendency to ask provocative questions and to challenge convention, which may appear disrespectfulMay possess a sophisticated sense of humorMay be group-oriented and place a great deal of emphasis on social interaction (Nebraska Department of Education, 1997, p.41)May use creative means to find ways to communicate with others such as drawing, pantomime, body language (N.D.o.E., 1997, p.49)

Characteristics of Gifted African American StudentsCould display characteristics of being an underachieverMay appear bored, shy, and/or withdrawn Low self-efficacy Low self-perception or self-concept The inability to accept criticism and/or discipline resulting in tendencies towards over-reacting, anger, and sensitivityPerfectionism

Characteristics of Gifted African American StudentsPossesses strong feelings, opinions, and perception of justice accompanied by a high moral aptitudeDisagrees or questions classmates and teachers requiring explanations for decisions. Propensity towards competitiveness May dominate or take charge of an activity in which she or he is involved

Characteristics of Gifted African American StudentsMay be impulsive Tends to estimate space, number, and time instead of seeking complete accuracy, (N.D.o.E., 1997, p.49)May appear as if they are not interested in details, unorganized, sloppy and may turns in messy work;High tolerance for disorder or ambiguity and impatience with details or restrictions

May have tendencies towards non-conformism and preferences for novelty, personal freedom, and distinctivenessCould have a high energy level and may sometimes finds it difficult to sit stillMay be impatientInnovative High levels of originality, playfulness, and imaginationResilient

ResourcesCallahan, C.M., Renzulli, J.S., Delcourt, M.A.B. &Hertberg-Davis, H.L., (2013). Considerations for Identification of Gifted and Talented Students: An Introduction to Identification. In C.A. Callahan & H.L. Hertberg-Davis(Ed.), Fundamentals of Gifted Education: Considering Multiple Perspectives (pp. 83-91). New York: Routledge.Johnsen, S.K., (2013). Traditional Perspectives on Identification. In C.A. Callahan & H.L. Hertberg-Davis(Ed.), Fundamentals of Gifted Education: Considering Multiple Perspectives (pp. 92-104). New York: Routledge.Kalbfleisch, M. L. (2013). Twice Exceptional Students: Gifted Students with Learning Disabilites. In C.A. Callahan & H.L. Hertberg-Davis(Ed.), Fundamentals of Gifted Education: Considering Multiple Perspectives (pp. 358-368). New York: Routledge.Kerison, C. R. (2006).Profiles of Talent: Case Studies of High Ability African American Students in an Urban Elementary School (Doctoral dissertation). Retrieved from http://www.gifted.uconn.edu/siegle/Dissertations/Cheryl%20Kerison.pdfLeBlanc-Esparza, K. (2010). Department of Education PowerPoint Presentation for the North Central Networking Meeting, Oct 2010: Underrepresented Populations in Gifted Education. Retrieved December 2014, from http://www.slideshare.net/mrkaiser208/underrepresented-groups Newport News Public Schools. (2013). Newport News Public Schools Local Plan for the Education of the Gifted. Retrieved October 12, 2014, from http://sbo.nn.k12.va.us/tag/documents/localplanforgifted.pdfNewport News Public Schools. (2014). NNPS: Demographic Snapshot 2013-2014. Retrieved November 5, 2014, from http://www.nnschools.org/overview/

ResourcesNebraska Department of Education. (1997). Procedures for the Identification of High-Ability Learners Manual. Lincoln, NE: School District. Retrieved December 2014, from http://nde.ne.gov/HAL/Documents/HiAbilityIDENT.pdfPlucker, J. A. (2013). Students from Rural Environments. In C.A. Callahan & H.L. Hertberg-Davis(Ed.), Fundamentals of Gifted Education: Considering Multiple Perspectives (pp. 424-434). New York: Routledge.Robinson, N. M. (2013). Parents and the Development and Education of Gifted Students. In C.A. Callahan & H.L. Hertberg-Davis(Ed.), Fundamentals of Gifted Education: Considering Multiple Perspectives (pp. 236-247). New York: Routledge.Siegel, D., & McCoach, D.B.(2013). Underachieving Gifted Students. In C.A. Callahan & H.L. Hertberg-Davis(Eds.), Fundamentals of Gifted Education: Considering Multiple Perspectives (pp. 377-387). New York: Routledge.Worrell, F.C., (2013). Gifted African Americans. In C.A. Callahan & H.L. Hertberg-Davis(Ed.), Fundamentals of Gifted Education: Considering Multiple Perspectives (pp. 388-400) New York: Routledge.