teaching gifted students: a challenge or a gift? ketty m. sarouphim, ph.d. lebanese american...

Teaching Gifted Students:Teaching Gifted Students:A Challenge or a Gift?A Challenge or a Gift?

Ketty M. Sarouphim, Ph.D.Ketty M. Sarouphim, Ph.D.

Lebanese American UniversityLebanese American University

He was born in 1879 in Germany. He was a He was born in 1879 in Germany. He was a mediocre student who very often looked mediocre student who very often looked bored and uninterested at school. He had bored and uninterested at school. He had not finished secondary school when he not finished secondary school when he failed an examination that would have failed an examination that would have allowed him to study for a diploma as an allowed him to study for a diploma as an electrical engineer, which forced him to electrical engineer, which forced him to accept a low level and totally uninteresting accept a low level and totally uninteresting government job. He wrote about himself:government job. He wrote about himself:

“ “If I were to have the good fortune to pass my If I were to have the good fortune to pass my examinations, I would go to Zurich. I would stay examinations, I would go to Zurich. I would stay there for four years in order to study mathematics there for four years in order to study mathematics and physics. I imagine myself becoming a teacher and physics. I imagine myself becoming a teacher in those branches of the natural sciences, in those branches of the natural sciences, choosing the theoretical part of them. Here are the choosing the theoretical part of them. Here are the reasons which lead me to this plan. Above all, it is reasons which lead me to this plan. Above all, it is my disposition for abstract and mathematical my disposition for abstract and mathematical thought, and my lack of imagination and practical thought, and my lack of imagination and practical ability.”ability.”

Who is this man?Who is this man?

Albert EinsteinAlbert Einstein

Who is he?Who is he?

He was born in 1847 in Milan. When he He was born in 1847 in Milan. When he entered school, his teachers considered him entered school, his teachers considered him to be dreary and an uninteresting student. to be dreary and an uninteresting student. Due to hearing problems, it was difficult for Due to hearing problems, it was difficult for him to follow the lessons which eventually him to follow the lessons which eventually lead to poor school attendance and drop-lead to poor school attendance and drop-out. However, these impediments did not out. However, these impediments did not dissuade him from extending self-efforts to dissuade him from extending self-efforts to become the greatest inventor of his time.become the greatest inventor of his time.

Who is this man?Who is this man?

Thomas EdisonThomas Edison

What is Intelligence?What is Intelligence?

The g-factorThe g-factor

spatial

language

Math

Gardner’s MI Theory Gardner’s MI Theory

Logical-mathematical

spatial

Inter-personal

Intra-personal

Bodily-kinesthetic

musical

Linguistic

Intelligence

MI Theory RevisitedMI Theory Revisited

LogicalMathematical

Spatial

Existentialist

Inter-personal

Intra-personal

Naturalist

Bodily-kinesthetic

Musical

Linguistic

Intelligence

Sternberg’s Triarchic TheorySternberg’s Triarchic Theory

Intelligence

Analytical Practical Creative

Definition of GiftednessDefinition of Giftedness

The concept has undergone an evolutionary The concept has undergone an evolutionary change over the years.change over the years.

Historically, giftedness was associated with Historically, giftedness was associated with superior academic ability as measured by superior academic ability as measured by high IQ (97high IQ (97thth percentile). percentile).

The focus was on school achievement, as The focus was on school achievement, as evidenced by high grade point averages. evidenced by high grade point averages.

More recently, a broader view of giftedness More recently, a broader view of giftedness has been found in the literature.has been found in the literature.

Joseph RenzulliJoseph Renzulli

“ “Giftedness is an Giftedness is an interaction between interaction between three clusters of basic three clusters of basic traits; all three must traits; all three must coexist within an coexist within an individual for individual for giftedness to occur.”giftedness to occur.”

Renzulli’s Three-Ring TheoryRenzulli’s Three-Ring Theory

Above Average General Ability

High levels of motivation(Task commitment)

High levels of Creativity

Howard GardnerHoward Gardner

“ “Giftedness involves Giftedness involves capabilities that are capabilities that are demonstrated through demonstrated through the creation of original the creation of original products, problem products, problem solving and problem solving and problem finding.”finding.”

June MakerJune Maker

“ “The ability to solve The ability to solve complex problems in complex problems in the most efficient, the most efficient, effective, elegant, or effective, elegant, or economical ways.”economical ways.”

Who are the gifted?Who are the gifted?

True or FalseTrue or False

Gifted students are disciplined and rarely Gifted students are disciplined and rarely show any disruptive behavior in the show any disruptive behavior in the classroom.classroom.


Gifted students are always on task and are Gifted students are always on task and are rarely a source of trouble to the teacher.rarely a source of trouble to the teacher.


Gifted students show mostly great Gifted students show mostly great enthusiasm for learning.enthusiasm for learning.


Gifted students excel in every subject-matter.Gifted students excel in every subject-matter.


Gifted students have a great sense of humor.Gifted students have a great sense of humor.


Gifted students are all “nerds” and lack social Gifted students are all “nerds” and lack social skills.skills.


Gifted students do not need much attention, Gifted students do not need much attention, as they will learn with or without the as they will learn with or without the teacher’s help.teacher’s help.


Gifted students have high self-esteem.Gifted students have high self-esteem.

Characteristics of Gifted StudentsCharacteristics of Gifted Students

Learn quicklyLearn quickly Use logical and abstract reasoningUse logical and abstract reasoning Are precociousAre precocious Have advanced social skillsHave advanced social skills Use a variety of strategies to solve problemsUse a variety of strategies to solve problems

Characteristics of Gifted StudentsCharacteristics of Gifted Students

Have vast general knowledgeHave vast general knowledge Are enthusiastic about learningAre enthusiastic about learning Have many interests Have many interests Like to explore and discover new Like to explore and discover new

knowledge about the worldknowledge about the world

Program Accommodations For Program Accommodations For Gifted StudentsGifted Students

Different CurriculaDifferent Curricula Different Instructional StrategiesDifferent Instructional Strategies Organizational and Administrative Organizational and Administrative

AlterationsAlterations

I. Different CurriculaI. Different Curricula

Focus on abstract concepts (analysis rather Focus on abstract concepts (analysis rather than knowledge, e.g., compare and contrast than knowledge, e.g., compare and contrast two cultures rather than just learn about two cultures rather than just learn about each culture)each culture)

Increase in complexity of content (depth Increase in complexity of content (depth and breadth)and breadth)

Added variety (content not usually included Added variety (content not usually included in regular program)in regular program)

Different CurriculaDifferent Curricula

Comprehensiveness (all aspects of subject-Comprehensiveness (all aspects of subject-matter are addressed)matter are addressed)

Relevance for the future (e.g., computer Relevance for the future (e.g., computer literacy, goal-setting, divergent thinking, literacy, goal-setting, divergent thinking, making predictions, etc.)making predictions, etc.)

Focus on addressing real problems and Focus on addressing real problems and finding a variety of solutions.finding a variety of solutions.

II. Different Instructional StrategiesII. Different Instructional Strategies

Focus on discovery learning rather than Focus on discovery learning rather than imparting knowledge.imparting knowledge.

Use of open-ended questions and activities to Use of open-ended questions and activities to stimulate thinking.stimulate thinking.

Freedom in choosing issues to tackle as well Freedom in choosing issues to tackle as well as freedom in format of presenting product.as freedom in format of presenting product.

Acceleration of pace when presenting new Acceleration of pace when presenting new material.material.

Different Instructional StrategiesDifferent Instructional Strategies

Use of a variety of teaching methods (e.g., Use of a variety of teaching methods (e.g., groups, audio-visual aids, computers, etc.)groups, audio-visual aids, computers, etc.)

Focus on contact with role-models and Focus on contact with role-models and mentors.mentors.

Focus on developing leadership skills Focus on developing leadership skills through independent learning and through independent learning and individual projects.individual projects.

Avoidance of drill and practice.Avoidance of drill and practice.

III. Organizational and III. Organizational and Administrative AlterationsAdministrative Alterations

A. AccelerationA. Acceleration B. EnrichmentB. Enrichment

A. AccelerationA. Acceleration

Programs with advanced content that match Programs with advanced content that match level of attainment regardless of age.level of attainment regardless of age.

Such programs include early admission to Such programs include early admission to college, skipping a grade, or placing college, skipping a grade, or placing students in higher grade levels for some students in higher grade levels for some subject-matters (e.g., math, language art, subject-matters (e.g., math, language art, etc.)etc.)

B. EnrichmentB. Enrichment

Provide students with a variety of materials Provide students with a variety of materials or references that elaborate on the basic or references that elaborate on the basic concepts.concepts.

focus on content sophistication (abstraction) focus on content sophistication (abstraction) or content novelty (solving real problems).or content novelty (solving real problems).

Group students by ability (homogeneous Group students by ability (homogeneous grouping) for part or all of the daygrouping) for part or all of the day ..

Example of an InstructionalExample of an Instructional Strategy Strategy

““Problem Types” in which the focus is on Problem Types” in which the focus is on finding solutions to problems, but also on finding solutions to problems, but also on finding problems as well as their solutions.finding problems as well as their solutions.

Teachers of Gifted StudentsTeachers of Gifted Students

Must accept the fact that students might have more Must accept the fact that students might have more advanced knowledge about a certain subject.advanced knowledge about a certain subject.

Do not have to be gifted themselves.Do not have to be gifted themselves. Must be resourceful and innovative.Must be resourceful and innovative. Must be able to tolerate a certain degree of chaos Must be able to tolerate a certain degree of chaos

and lack of control in the classroom.and lack of control in the classroom. Must learn to say: “No, I don’t know the answer to Must learn to say: “No, I don’t know the answer to

this question, so let’s both learn more about this this question, so let’s both learn more about this subject”.subject”.

teaching gifted students: a challenge or a gift? ketty m. sarouphim, ph.d. lebanese american...

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