a classroom teacher’s guide to finding evidence of giftedness component 10 of the competencies...

A Classroom Teacher’s Guide toFinding Evidence of Giftedness

Component 10 of the Competencies Collaboration

SEVA Council of Gifted Administrators

Table of Contents

Pre-assessment Introduction Characteristics Checklist of “Look-fors” Rating scales Open-ended lessons and creativity Importance of questions Work samples Visual/Spatial learners Ability vs. achievement Messiness, grading, and homework Ability tests Boredom Ethics

Reflection Questions

What are some reasons that a student’s intellectual ability may be unrecognized?

What criteria do the teachers in your school use to decide if a child should be referred for gifted services?

Why is it so important to ask high-level questions (such as “why” questions) in a classroom?

Introduction

Gifted students are found in all populations, in all cultures, and in all income levels. However, some groups of students may be under-identified and underserved, because giftedness is not always clearly visible. Since regular classroom teachers work with these students closely on a daily basis, they may have insights that are helpful in identifying these students so that they can receive the services they need and are entitled to. This module provides information and strategies on how teachers can help find these underserved students.

• the ability to manipulate a symbol system,• the ability to think logically,• the ability to use stored knowledge to solve

problems,• the ability to reason by analogy,• the ability to extrapolate knowledge to

different circumstances, and• creativity.

Source: Griffin, 1992; Clasen, 1993; Coleman & Gallagher, 1995)

Regardless of ethnicity or socio-economic status, indicators of advanced ability may include:

Some Frequent Characteristics of High Ability Students

• resiliency: the ability to cope with school while living in poverty with dysfunctional families,

• the ability to take on adult roles at home, such as managing the household and supervising siblings, even at the expense of school attendance and achievement,

• a strong sense of self, pride, and worth,• leadership ability and an independent mind, and• understanding one's cultural heritage.

Source: Griffin, 1992; Clasen, 1993; Coleman & Gallagher, 1995)

Regardless of ethnicity or socio-economic status, indicators of advanced ability may also include:

Some Frequent Characteristics of High Ability Students, cont.

What about IQ?

Current research on gifted students gives us a very different perspective now than when IQ scores were used many years ago. Students may have very specific areas of giftedness rather than global giftedness. They may be very gifted in non-verbal areas, but not appear gifted in reading or language arts.

Students may have factors that make identification and performance more complex, including dual exceptionalities, limited English proficiency, cultural differences, or social/emotional considerations such as underachievement.

Not all gifted students look gifted - that is why we have extensive criteria to consider. “Teacher pleasers” may not be your most gifted students.

Grades are only a part of the big picture. Students may get straight As and not be identified as gifted Students may get poor grades and still be considered gifted

Cultural Differences

It is important for teachers to be aware that some underrepresented populations (mostly African American students) inaccurately perceive academic excellence as contradictory to the principles of their heritage and culture. Some of these students may view being academically successful as outside the norm of their cultural behavior; consequently the teacher’s assessment of the student’s actual abilities may be negatively impacted.

Some minority students’ lack of motivation to do school work and their fear of being separated from their social and peer group also may have a negative impact on teacher expectations and assessments of their performance.

Because of these cultural differences, it is important for teachers to look at multiple aspects of gifted behaviors, including speed of learning and thinking skills. Additional “look fors” are on the next few slides.

Holloman, 2011

Overview - Checklist of “Look-fors”

Learns easily Shows advanced skills Displays curiosity and creativity Has strong interests Shows advanced reasoning and problem solving Displays spatial abilities Is motivated Shows social perceptiveness Displays leadership

Harrison Observation Scales, U-Stars Plus 2004

How can teachers help? As you go through the next nine slides, jot down the names of your students who have those characteristics. Students whose names appear several times might be good candidates for referral.

Checklist of Specific “Look-fors”

1. Learns easily Has wide background information, large vocabulary Enjoys learning new things, complex ideas Remembers information easily; sees connections Gets A’s without much effort Is impatient with repetitious work Is bored with or rushes through easy work Does not show work, only answers

Which two of your students does this best describe?


2. Shows advanced skills Comprehends on an advanced level (reading and

listening) Uses descriptive, detailed language; generates many ideas

for stories, poems, or songs Reads non-fiction as well as fiction Understands advanced number concepts Understands meaning of maps, diagrams, and graphs Uses math skills in meaningful, real-world ways Carries on academic conversations Communicates well with symbols (art, design, music) Challenges teacher to go further in depth or complexity Shows advanced understanding and use of technology



3. Displays curiosity and creativity Questions, experiments, wants to know “why” Is curious, wants to know how things work Sees patterns, makes creative connections Has active imagination Has unique answers Prefers making own rules to following directions Is a non-conformist, likes to be different



4. Has strong interests Has unusual or advanced interests Has passion for specific interests May have extensive collections Has strong interests outside of school Has intense focus on specific interests



5. Shows advanced reasoning and problem solving Is a keen observer, sees details Makes accurate conclusions based on information Sees cause and effect relationships Is aware of global problems Creates own strategies to solve problems Is an “out of the box” thinker Is argumentative May have complex or divergent answers to questions



6. Displays spatial abilities Has a good sense of direction Figures out how things work; takes things apart and

puts back together Creates interesting shapes and patterns; creates 3-D

models and structures Prefers hands-on learning with manipulatives Stays busy with gadgets, toys, to fiddle with Excellent fine-motor coordination May invent games



7. Is motivated Is a self-starter, needs little direction Is persistent in completing certain tasks Is independent Prefers to work individually rather than in groups May prefer to work with adults or older students Questions authority Enjoys challenges



8. Shows social perceptiveness Is able to see another’s point of view Uses skills to resolve conflict Reads social situations well Has strong sense of justice and fairness Has advanced sense of humor; may use sarcasm Has strong sense of empathy



9. Displays leadership Likes organizing materials or activities Carries out responsibilities Adapts easily to new situations or changes May be considered “bossy” Is a positive guide for others


Checklist of “Look-fors”

Now, think about the students you have just listed.

Did you list the same students several times? Are those students already identified as gifted? If not, do

you think they might be gifted? Would you consider referring those students for gifted evaluation? Why or why not?

How can you provide additional opportunities in your classroom for these students to develop their advanced skills?

Completing Rating Scales

How can teachers help with rating scales, so that diverse students are supported? Here are some suggestions and comments from the eligibility team. We are looking for thinking skills—the ability to do abstract

reasoning and problem solving, and the ability to think critically. Can this student usually “figure it out”?

Be honest, but be generous. You don’t want to inadvertently keep a highly gifted student out of an appropriate educational setting, but you also don’t want to imply that a student with average ability is highly gifted.

Remember that we look at the big picture of a student. If a student has very high test scores and straight A’s, we anticipate that the teacher rating will also be high. If a student has very low test scores and lower grades, we anticipate that the teacher rating will be lower.

Completing Rating Scales, cont.

Remember that some gifted students will get straight A’s, and some will be underachievers (and some gifted students turn in really messy papers!) Also, some students who get straight A’s are just good at memorizing and following instructions—they may not be gifted at all. That is why we use multiple criteria in making eligibility decisions—so that we can get the most accurate picture of the student’s potential, performance, and ability.

We do have eligibility timelines that must be met, so we really appreciate having the rating scales returned to the counselors or gifted specialists quickly (within five days).

These rating scales are part of an eligibility decision that may have a huge impact on a student’s education. We do value your opinions and insights. Please complete these forms thoughtfully!


It is extremely unlikely that a student would have every category on the scale rated at the lowest level, and equally unlikely that a student would have every category rated at the highest level. If we see those patterns, we will probably need to ask for a second opinion. It is also unlikely that a parent and teacher would have exactly the same scores for a student; please avoid looking at a parent’s score before you complete your own score. Your rating scale reflects your professional opinion in the same way your students’ grades and report card comments do—be honest, fair, and professional.

It is problematic when a teacher tells a parent that s/he thinks the child is very gifted and should be in the gifted program, and then submits a low rating scale.


Remember to keep the student’s best interests in mind. We sincerely hope that a teacher would not give low ratings to a high ability student just because the teacher wants to keep that student (and the student’s high SOL scores) in his or her own class.

The rating scales are designed to compare a gifted student’s performance to that of other students with average abilities. Avoid comparing the student being referred to the most gifted child you ever knew.

Opportunities for Creativityand Open-Ended Lessons

It is difficult to find giftedness in students if the students do not have adequate opportunities to demonstrate their advanced or creative skills.

How can teachers help? Make sure that students are given assignments that let them demonstrate

their creativity. Not all student projects or products need to look the same in order to demonstrate learning.

Make sure that students are given chances to demonstrate their advanced understanding through open-ended assignments, where their learning can be extended.

Make sure that students are given the chance to answer complex and open-ended questions, where there may be more than one correct answer.

Make sure students have authentic choices, not only in assignments but also in their products.

Teachers will need to differentiate assignments to allow advanced learners to show what they can do.

Importance of Questions

In order for students to demonstrate their critical thinking and creative skills, they need to be asked questions that elicit those skills. Examples of higher level thinking questions include: Why do you think that…? Why is that the correct answer? Are there other correct

answers? Explain your reasoning. What do you think about…? What would happen if…? Why did they…? How could this … be changed? What is the relationship between … and …?

How can teachers help?

Count the number of “why” questions you ask one day, then try to ask more tomorrow.

Submitting Work Samples

In many cases, teachers are asked to submit a student’s work sample to the identification/eligibility committee. Those work samples should demonstrate the advanced, thoughtful, creative work that the student produces.

Worksheets with 100% marked on them are not sufficient. Work that is copied from the board is not sufficient. Work that is identical to all of the other’s students’ work is not

sufficient (everyone did the same cut-and-paste project). Work that was done at home is not sufficient. Work that is done neatly is not sufficient.

Helpful hints: Submit original stories or illustrations, or a description of the student’s

advanced mathematical ability. Include a sentence or two about the assignment so the eligibility team

can evaluate it fairly. Open-ended or creative projects are the best!

Visual/Spatial Learners

Visual/spatial learners tend to think holistically, in pictures. They tend to be good at puzzles, patterns, and spatial relationships. Since most classroom activities are auditory/sequential, visual/spatial learners may have few chances to use their talents.

How can teachers help? Use graphic organizers such as thinking maps Provide manipulatives in each content area for students to use Allow students choices in how to present their learning

(projects, models, artwork, diagrams, constructions, maps, computer programming)

Ability vs. Achievement

Not all gifted students get straight A’s Not all straight A students are gifted Not all gifted students are gifted in everything

Look beyond the grades to find the complex thinkers. Even if a student does not do well on tests or homework, consider: Does the student learn easily? Ask thought-provoking

questions? See relationships between ideas? Have elaborate conversations? Have a great memory? Like to experiment? Have a creative imagination? Have strengths in a particular content area?

It may be difficult to recognize giftedness if the student is an underachiever or a perfectionist, or has a language barrier. Try to see how the student thinks, as well as how the student performs.

Twice Exceptional Students

It can be difficult to evaluate twice exceptional students because a disability may severely impact expressions of giftedness or the giftedness may hide a serious disability.

Consult with the special education and gifted specialists if you have a special education student who you suspect may also be gifted, or if you have an identified gifted student who you suspect may also have special needs, such as a learning disability.

Gifted specialists may be invited to participate in IEP meetings for gifted students, as appropriate.

Standardized Tests

SOL test scores Does this student have several SOL scores at the 600 or pass

advanced level? Is this student a good memorizer who is diligent about homework, or is there also evidence of high level thinking and analytical skills?

Ability test scores Does this student have any ability test scores (or subtest

scores) at the 80th percentile or above? Do the strengths indicated on the tests reflect the student’s

classroom performance? Are the test scores lower than what would be expected based

on classroom performance? If so, the student might need to be retested.

Is this student’s performance over time inconsistent? Is the reason due to interest (or lack thereof) or to a family situation or illness?

How can teachers help? Look for the reasons behind the scores, and refer the students who might have potential.

Timed Tests

The Standards of Learning tests are untimed. Group ability tests like the OLSAT, CogAT and NNAT are timed. So, students need different test-taking strategies for the ability tests. They need to practice:

Working quickly but carefully Not getting “stuck” on one question Coming back to a difficult question later, if they have

time Judging how much time they have and how much they

can do in that time

How can teachers help?

Give students timed tests or assignments occasionally, for practice.

Messiness, Grading, and Homework

Giftedness is often untidy, and may be hidden by routine assignments that don’t allow students to “stretch.”

How can teachers help? Judge a student’s thinking skills and creativity, not

organizational skills and neatness, when looking for evidence of giftedness.

Use rubrics for grading projects or assignments that give students credit for critical thinking and problem solving.

Ask “why” questions frequently and consistently. Assign homework that allows a student to be creative and

imaginative while still demonstrating knowledge of the content.

Boredom

Truly gifted students very rarely complain that they are bored, because they quickly learn strategies to feed their minds. They usually have passionate interests that they can pursue rather than complaining about boredom and expecting someone else to “fix” the situation.

Let’s explore some of the many reasons why students may say they are bored:

They have taken a superficial response to the assignments, and taken the easy way out by doing as little work, and as little thinking, as possible. Rather than putting in the effort to do thorough, thoughtful, creative work, they do it as quickly as possible and then say they are bored.

Boredom, cont.

More causes of “boredom”: Students don’t like the work. The work is unappealing and they

just don’t want to do it, so they say they are bored to try to get out of it.

They simply don’t understand how to do the work, and say they are bored to save face. Remind your student that it is OK to not know everything, and asking for help early in the process saves a lot of hassle later on when the work gets even more difficult.

They want attention, and just want to be entertained. Teach your students to take more responsibility for their education – the effort they put into it is directly correlated to the benefits they get out of it.

Ethics

We would certainly hope that a professional teacher would not allow a student’s rating scale or recommendation for gifted services to be impacted by that teacher’s: Personal dislike of a student Desire to keep the student’s high performance scores for the teacher’s

own evaluation Preference not to have students leave the school for special services Inconvenience in having the student miss work in the regular classroom Judgment based on (mis)behavior rather than ability Assumption that all students are gifted so no one really needs gifted

services Assumption that that student couldn’t possibly be gifted

The eligibility team has heard all of these excuses… and none of them will fly.

Summary

Classroom teachers are crucial to the identification and eligibility process, and the eligibility teams greatly appreciate the work that you do to help identify your gifted students. If you need additional information or clarification on the ideas in this module, please contact your gifted specialist, who will be glad to assist.

Thanks for all you do!

Post-Assessment

What are three things you learned about finding underserved gifted students in your classroom?

What are two ways you can connect these ideas and strategies to your existing instructional ideas and strategies?

What is one burning question or need that you have?

a classroom teacher’s guide to finding evidence of giftedness component 10 of the competencies...

Documents

students intellectual

introduction gifted

underserved students

leadership ability

groups of students

indicators of advanced

gifted services

regular classroom teachers