understanding giftedness

1. Understanding Giftedness & Enrichment and Extension SSS 2011 Samford State School By Justin Marchesi Gifted Education Mentor [email_address]

2. OVERVIEW

Intro and Overview (5 mins)

Narelles recap Giftedness Seminar

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Understanding Giftedness (40 mins)

Discover what Giftedness in education means and how it differs from children being bright. It will explain some children's behaviours relating to attitudes around learning, in the upper range of intelligence

E&E Program (15 mins)

An overview of the Enrichment and Extensionprogram 2011 at SSS. See what's being offered for our bright and gifted students in years 4-7.

3. Why are we (teachers) confused about the G&T child?

G&T children often dont get the answer or their answer is out of left field

they can overcomplicate problems and scenarios as they process too many variables and therefore

multiple choice questions are difficult for them

you say, my child is gifted (others hear you are stupid )

schools dont receive funding for G&T programs but they are funded for learning support (learning difficulties) not a high priority? At Samford we see it as a necessity hence, the E&E program

4. The Gifted child some generalisations

is a result of nature (genetic) and nurture (environment)

environment is crucial in first 5 years

knows he/she is different but doesnt understand why. See it as something wrong with them

has a mind that doesnt stop, doesnt relax

can be hypersensitive (to textures, noises, allergies). This hypersensitivity can be misinterpreted as immaturity.

5. The Gifted child (contd)

if not engaged in learning, can become an underachiever; others can take control of their situation

often doesnt relate to his/her classmates because their peer group is really one or two years older but not always

sense of social isolation is greatest between ages 4 9 (Hollingworth)

need peer acceptance more than anything as they enter adolescence no room for nerd status

6. What is important for the G&T child?

self-awareness - talk to your child about their ability. They need to be aware of why they are (often) different.

self-worth being different is not a bad thing

true peers

challenging environment

social skills to relate

informed teachers

7.

Every child is different therefore, every childs needs are different (Harvey, Burgess and Wharton)

Together, we must identify what works for the individual child

8. A Quote to Start

"The truly creative mind in any field is no more than this:

A human creature born abnormally, inhumanly sensitive.

To him...

a touch is a blow,

a sound is a noise,

a misfortune is a tragedy,

a joy is an ecstasy,

a friend is a lover,

a lover is a god,

and failure is death.

Add to this cruelly delicate organism the overpowering necessity to create, create, create - - - so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency he is not really alive unless he is creating."

- Pearl Buck -

9. A Narrative

The Height Class

10.

A school district of Brisbane decided to make their classes not according to chronological age, but according to height.

11.

Consider what this may feel like and what a child may do to survive?

The more intellectually mature child would have to learn:

12.

how to explain ideas in simpler terms that other children can understand

13.

how to wait patiently while others struggle with concepts he or she has known for some time

14.

how to delay the gratification of answering all the teachers questions so that the others have the opportunity to participate

15.

how to fit in socially with children whose games are uninteresting and play by rules that seem crude and unfair

16.

how to live without any real friends or understanding from others

17. Bright v Gifted

historically, many bright students have been those who have been identified as gifted.

Clue: The traits come in pairs so there is always a corresponding one between bright and gifted e.g.

Knows the answers

Asks the questions

Time: 10 minutes

18. GIFTED VERSUS BRIGHT STUDENTS Bright Child Gifted Learner Knows the answers Asks the questions Is interested Is highly curious Is attentive Is mentally and physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest Shows strong feelings and opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefer adults

19. GIFTED VERSUS BRIGHT STUDENTS Bright Child Gifted Learner Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memoriser Good guesser Enjoys straightforward, sequential presentation Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical

20. Compounding Factors

no gifted students will display all the characteristics

some characteristics are not readily visible

gifted students will not display brilliant behaviours unless you give them something to be brilliant about

not all the characteristics appear in all gifted children

academically gifted students may camouflage or hide their abilities in order to fit in

21.

Levels of Giftedness Table Feldhusen, J.F. (1993). Handbook of 1993 Certificate of Gifted Education. Sydney: GERRIC, UNSW

22. Areas of Giftedness (as identified in EQ Framework)

general intelligence

specific academic studies

visual and performing arts

physical ability

creative thinking

interpersonal skills

intrapersonal skills

23. GAGNES MODEL OF GIFTEDNESS & TALENT

25. Spot the Gifted

26. Her family suggested she find work as a servant. Spot the Gifted

27. Louisa May Alcott

28. His music teacher called him a hopeless composer with a terrible technique. Spot the Gifted

29. Beethoven

30. Was told that he had no voice and could not sing. Spot the Gifted

31. Caruso

32. Was viewed as ordinary and somewhat subnormal in intellect. Spot the Gifted

33. Charles Darwin

34. Was fired by a newspaper editor for a lack of ideas. Spot the Gifted

35. Walt Disney

36. Was considered stupid by his teachers. Spot the Gifted

37. Carl Jung

38. Did poorly in school. Spot the Gifted

39. Isaac Newton

40. Flunked college and was described as unable and unwilling to learn. Spot the Gifted

41. Leo Tolstoy

42. Was not a success at school e.g. he failed Sixth Grade Spot the Gifted

43. Winston Churchill

44. Was thought to be retarded. He was four before he spoke. He was seven when he learnt to read. He was expelled from school and condemned by his teacher as mentally slow, unsociable and a foolish daydreamer. Spot the Gifted

45. Albert Einstein

46. Was an average student is Chemistry, ranking 15/22 in the class. Spot the Gifted

47. Louis Pasteur

48. The French sculptor was regarded as an idiot and failed three times to gain entry into the School of Art. Spot the Gifted

49. Rodin

50. Enrichment and Extension 2011 Samford State School

51. Major References

52. Guiding Principles

enabling all young people to achieve

success at school

providing specific assistance and targeting programs to students who are gifted

being flexible enough to accommodate the individual learning needs of different students.

(taken from EQs revised Framework for Gifted Education)

53. WHAT WE LEARNED FROM E&E 2010

The majority of years 4-5 students were either very happy, or happy with the program

Give years 6&7 choices

Give years 6&7 autonomy (the Gifted are operating at a high school level)

Give parents simple feedback through reporting channels

Finish projects early (for competitions)

54. Major Changes 2011

incorporating greater scope in identification

including bright & gifted children

coordinating activities to enter external competitions

optional entry for topics of interest in years 6 & 7

reporting home in reporting periods

greater communication with classroom

55. Other Changes

investigating links with FGSHS and GSHS for external extension possibilities

observation of schools with embedded practice

strengthening links in P-3 (lower school)

Community Information Night

review and refine school policy and action plan

56. Term 1

Advanced Problem Solving

With the school focus on problem solving (esp.in mathematics), students will be involved in a multi-disciplinary approach to analysing and executing advanced problems in both mathematics and literacy.

57. Term 2

Robocup Junior

Utilising the introductory work with the Lego NXT robots in 2010, students will work in small teams to program their robot to enter an in-school competition, in the most popular category: RESCUE, SOCCER or DANCE.

Workshops held at UQ may be an option.

Winners will progress to the external competition.

58. Term 3

Dream a Better World Primary School Film Competition

In either the environmental or humanitarian category, students will write and produce a short film, and internally compete for an entry place to the competition, held at Dreamworld in October.

59. Term 4

Negotiated Project

Students design a plan for a negotiated project in their interest area.

Students set goals and benchmarks to adhere by. Once approved, students work to meet deadlines.

Year 7s may choose to utilise this time in class, due to end-of-year demands.

60. Additional Ideas

In-class Maths Extension

Maths Tournament practice July (Term 3)

For 2012, looking at the possibility of entering Opti-minds competition

61. Reporting

Most likely, reporting of E&E will include:

The range of activities in which your child was involved. Boxes will be ticked or crossed to indicate positives, negatives and areas for improvement during the semester

Will be simple

62. Expectations

Once a unit of work is commenced, students are expected to complete it, not enter or leave throughout the unit

Students show RESPECT to all other students in the class. Reminders (e.g. time out from class) will occur for disrespect (eg, talking when it was anothers turn)

In extreme cases, students will be sent back to their rooms

63.

Questions or Queries

Justin Marchesi

[email_address]