quo vadis, gifted education

QUO VADIS

, GIFT

ED

EDUCATIO

N

JOYC

E VANTA

SSEL

-BASKA, E

DD.

SMIT

H PROFE

SSOR E

MER

ITA

COLLEG

E OF

WIL

LIAM

AND M

ARY

PARTICIPANTS WILL BE ABLE TO:

Analyze worldwide trends in gifted education

Connect these trends to Hong Kong opportunities for the gifted

Draw implications for future Hong Kong gifted program development

ORGANIZATION OF THE TALK

Leadership and the social-political seascape in education

The response of leaders to the call

The trend toward talent development and away from gifted education

The trend toward work with students of poverty

The trend toward options for the gifted outside of school

The trend toward high level learning for all

“I AM ALWAYS DOING THAT WHICH I CAN NOT DO, IN ORDER THAT I MAY LEARN HOW TO DO IT.”– PABLO PICASSO

WHAT IS LEADERSHIP IN GIFTED EDUCATION?Attending to multiple realities

Using power to enhance the growth of others

Building learning communities

Accepting and creating challenge

THE TWO AGENDAS OF GIFTED EDUCATION

GIFTED STUDENTS ALL LEARNERS

THE EDUCATIONAL POLITICAL SEASCAPEStandards movement has become

assessment-driven and focused on narrow goalsEquity and Excellence still viewed as dichotomiesCompeting values between standardization and personalizationTensions between tradition and innovation

SO, LEA

DERS O

F TH

E

GIFTE

D EDUCAT

ION

MOVEM

ENT

MUST

ENGAGE

IN D

UAL

REALI

TIES

—GEN

ERAL

EDUCAT

ION A

ND GIF

TED

EDUCAT

ION—

TO G

AIN

TRACTI

ON IN T

HE

CURRENT

ENVIR

ONMEN

T.

KNOW HOW PEOPLE LEARNNew knowledge is constructed based on existing conceptions .Usable knowledge is connected and organized around important concepts that support transfer of learning .The use of deliberate strategies needed to scaffold learning.

- National Research Council, 2000

USE MODELS OF RESEARCH-BASED

PRACTICE Concept mapping Articulation of

thinking Promoting higher

level thinking Making

connections Teaching

metacognition

MAKE CONTENT-BASED MODIFICATIONS

Align to standards by

differentiation via:

AccelerationComplexityDepthChallengeCreativity

“IT IS NOT THE ANSWER THAT ENLIGHTENS, BUT THE QUESTION.” – EUGENE IONESCO DECOUVERTES

USE INQUIRY AND ASK THE RIGHT QUESTIONS

What do we know?

What do we need to know?

How do we find out?

What is the purpose?

How do we develop multiple perspectives?

What data do we use to drive our decision making?

What inferences can be made from analyzing the data?

CREATE SYSTEMS OF LEARNING

A system of identification

A system for program and service provisions

A system for program management

A system for personnel preparation

A system of curriculum development and design

A system of classroom and institutional support for learning

QUO VADIS?

Talent T

WHY THE SHIFT FROM GIFTED EDUCATION TO TALENT DEVELOPMENT?

Disenchantment with the label (giftedness is an essence, bestowed)

Reaction against IQ testing

Focus on performance, not ability (can do)

Works as a metaphor for all of education

GAGNE’S DIFFERENTIATED MODEL OF GIFTEDNESS AND TALENT

PERSONALITYAutonomy

Self-ConfidenceSelf Esteem, etc.

SIGNIFICANT FACTORSPersonsPlaces

InterventionsEventsChance

GIFTEDNESSAptitude Domains

Intellectual {

Creative {

Socioaffective {

Sensorimotor {

Others {

_________

_________

_________

_________

_________

MOTIVATIONInitiativeInterests

Persistence

ENVIRONMENTAL CATALYSTS

INTRAPERSONAL CATALYSTS

TALENT

Fields of Talent(sample)

ArtsAthletics & Sports

Business & CommerceCommunicationsCrafts & Trades

EducationHealth Services

Science & TechnologyTransportation

Learning/Training/Practice

Spatial

Linguistic

Bodily-Kinesthetic

Interpersonal

Intrapersonal

Musical

Logical-Mathematical

MULTIPLE INTELLIGENCES AS A BASIS FOR TALENT DEVELOPMENTGARDNER, 1983

TALENT SEARCH: A SYSTEM OF TALENT DEVELOPMENT

THE TALENT DEVELOPMENT PROCESS (INSIGHT FROM BLOOM, 1985)

Early exposure to the field Right teacher at the right time (romance,

rigor, master) Role of schools as facilitative or blocking (not

directly nurturing) Progressive development characterized by

high standards, much time and much hard work

Role of home environment in developing work ethic and sense of excellence (parental modeling)

QUO VADIS?

WHY THE TREND TO FOCUS ON LOW INCOME STUDENTS?

Underfunded and underservedThe major issue in general

education: How to close the achievement gap between the “haves” and the “have nots”

Poverty traps gifted students in neighborhood schools

LIFE TRAJECTORIES OF THE GIFTED POOR High achieving students from poverty

less likely to graduate and go on to college or graduate school than more advantaged counterparts.

Students from poverty more likely to choose careers commensurate with background rather than ability or achievement.

--The Achievement Trap, 2007

PSYCHOLOGICAL ISSUES OF LOW INCOME STUDENTS

Identity (bicultural identities)

Marginalization ( lack of a sense of belonging)

Ability and effort balance (smart people don’t have to work hard)

SELF PERCEPTION AS A FILTER TO ADULT ACHIEVEMENT

Self P

erc

ep

tion

Self P

erc

ep

tion

Self P

erc

ep

tion

Educational Attainment

Occupational Attainment

AdultCreative

Productivity

PROMISING IDENTIFICATION APPROACHES WITH GIFTED AT-RISK LEARNERSTraditional measures

Non-traditional measures

Try-out Activities

Nominations by educator, parent, community member

Use of profile data rather than a matrix

KEY SERVICES FOR LOW INCOME/MINORITY STUDENTS

Personalized LearningTutoring, mentoring, counseling Value-added Learning OpportunitiesExtended time Family Involvement and Access to

Resources for Promoting Educational Attainment

Tutoring, mentoring, counseling

QUO VADIS?

WHY THE TREND TO ALTERNATIVE SCHOOLING?

Lack of response to gifted students in regular schools

Targeted programs and services provided

Flexibility in time and content

RELEVANT ACCELERATION RESEARCH

Acceleration strategies enhance motivation to learn among the gifted (Brody & Stanley, 2004).

Acceleration provides a sense of self confidence and self esteem among the gifted (Swiatek, 2007).

Acceleration enhances opportunities for creative production in careers (Lubinski & Benbow, 2007).

THE CONTEXT FOR ALTERNATIVE MODELS OF SCHOOLING

Knowledge Explosion

Ad

van

cin

gTech

nolo

gyV

ou

ch

ers

Privatization

Sch

ool C

hoic

e

Global Competition

Alternative SchoolingModels for G/T

ALTERNATIVE SCHOOLING MODELS

FOR THE GIFTED

Homeschooling

Distance learning

University dual enrollment and early entrance

Internships

Mentorships

UNIVERSITY-BASED PROGRAMS(DUAL ENROLLMENT, TALENT SEARCH, EARLY ENTRANCE) Available based on tested readiness, not

age or grade Coursework taken for high school or

college credit Focuses on study in area(s) of strength,

typically one or two Flexible in respect to course selection and

timingContext of university usually guarantees

rigor

DISTANCE LEARNING

Requires and builds greater student initiative to maintain viable learning pattern (self efficacy).

Visual mode of learning highly attractive to many learners, based on exposure to video games and TV.

Allows for self-paced instruction with reinforcement and self correction.

QUO VADIS?

WHY THE TREND TO HIGH END LEARNING FOR ALL?

Societies need high level skills to function in 21st Century.

Students are capable of higher level learning, given opportunities.

Gifted children exist on a continuum of human abilities, not a special track.

National Curriculum Network Conference

March 6, 2008

Dr. Joyce VanTassel-Baska

Jody and Layton Smith Professor of Education

Executive Director, Center for Gifted Education

The College of William and Mary

THE INTEGRATED CURRICULUM MODEL

AdvancedContent

Dimension

Process-Product

Dimension

Issues/Themes

Dimension

VanTassel-Baska, 1986

SCIENCE RESEARCH FINDINGS: QUASI-EXPERIMENTAL STUDIES (6 STUDIES)

Significant enhancement of critical thinking skills via scientific design for K-8 students

Motivational power of PBL

Continued growth over time for all groups

LANGUAGE ARTS RESEARCH FINDINGS: QUASI-EXPERIMENTAL RESEARCH (6 STUDIES)Significant learning gains annually in reading comprehension and critical reading for all groups

Significant learning gains annually in persuasive writing

Academic achievement effects were significant for all groups of learners regardless of socioeconomic status, ability level, or ethnicity.

Longitudinal effects apparent across the elementary grades

PROFESSIONAL DEVELOPMENT RESEARCH FINDINGS (5 STUDIES)

Significant change in differentiation practices over two years

Enhanced student engagement

Secondary specialized school teachers incorporate differentiation frequently and effectively

The Integrated Learning System for Successful Interventions

Learning is not attained by chance. It must be sought for with ardor and attended to with diligence.

– Abigail Adams

Lack of social progress/resolution to the world’s most intractable problems (poverty, war, corruption)

Individual disaffection and alienation by the brightest from civic participation/social justice

Lack of cognitive development to optimal levels by the next generation

“THE ONLY PERSON WHO IS EDUCATED IS THE ONE WHO HAS LEARNED HOW TO LEARN…AND CHANGE.”

– CARL R. ROGERS

QUESTIONS TO ASK ABOUT EACH TREND

How is the trend impacting the Hong Kong gifted education program now?

What are the long term implications of this trend for Hong Kong gifted education?

How should the trend be addressed in program development initiatives?