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Students who are Gifted
By Lisa Winkler
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Definition of Gifted Students
Students who have extraordinary talents and skills
Students who are very bright, creative, and talented
Twice exceptional gifted students are students who also have disabilities
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It does not always have to do with intelligence
Students who are gifted may have achievement/potential in any of the following areas:– Intellectual ability– Creative or productive thinking– Leadership ability– Visual or performing arts– Athletic Ability
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The Intelligence Quotient
Average human IQ is 100 The average IQ of a college graduate is
120 A student who is gifted has an IQ of
above 120 A student with an IQ of above 140 is
considered exceptionally gifted (a.k.a Genius)
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Common Intellectual Characteristics
Large vocabularies Learns material quickly with little practice Starts reading early Abstract thinking Asks lots of questions Can store large amounts of information Atypical sense of humor
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Smart or Gifted?
Like repetition and practice
Ask questions that have answers
Learn developmentally appropriate vocabulary
Think very fast Ask difficult
questions Learn vocabulary
that is not developmentally appropriate
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Measuring Students who are Gifted
IQ TestsSchool Achievement Creative BehaviorsTeacher/Parent Evaluations
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Ability Tests
Measure general intelligence as well as memory, conceptual thinking, mathematical reasoning, verbal and nonverbal reasoning, visual motor abilities and social intelligence
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Examples
Stanford-Binet Intelligence Scale Wechsler Intelligence Scale for
Children Cognitive Abilities Test Woodcock-Johnson Test of
Cognitive Ability
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Achievement Tests
Measure what the student has already learned
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Examples
Comprehensive Test of Basic Skills Metropolitan Achievement Test California Achievement Test IOWA Tests of Basic Skills
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Common Myths
They are lucky They are emotionally mature and
stable They do not need help They do not know they are gifted
unless someone tells them
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Federal and State Regulations
Under the Gifted and Talented Students Education Act (1988), students who are gifted require services that other students do not.
Compared to IDEA, the federal legislation does not require specific services for these students. The amount of services given is mostly determined by state and local policies.
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Choices for a Student who is Gifted
Entering school early (K-College) Curriculum Compacting Concurrent Enrollment Single Subject Acceleration Whole Grade Acceleration
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What can the teacher do?
Guide the student Do not be intimidated
let the child get excited about their interests
Be flexible and open-minded
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Listen up future teachers!
Expanding the curriculum of a student who is gifted is not giving the student more of the same (MOST) work. This will lead to boredom and frustration.
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So what is expanded curriculum?
When the student ventures away from the basic curriculum in areas that they are interested in or excel in with the guidance of the teacher.
This may include field trips. Afterwards, the students work with
their classmates on their individual findings.
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Curriculum Differentiation
Giving the student who is gifted different options that will accommodate their need for acceleration of content, greater depth and difficulty of instruction.
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Examples of Curriculum Differentiation
Revising lesson plans Small group investigations Independent study
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Suggestions for Parents
Do not: Use the child’s strength as
punishment Nag the child Talk to other adults about your
child Give inconsistent punishment
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Be an advocate for your child!
Begin with your child’s teacher Know the school’s philosophy
statement on gifted education Be familiar with the members of
the school board Attend board meetings
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Most schools need state funding to provide special programs for students who are gifted. This is why it is important for the parents to become involved.– Do not be afraid to write or call the
state legislatures
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What do we know about intellectually gifted students?
Males above 160
IQ
Females above 160
IQ
Total
June 1979-1989
89 85 174
July 1989-Jan. 2002
313 191 504
July 1979-Jan. 2002
402 276 678
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Learning Styles
Unstructured environments Independent study High flexibility Do not like recitation and lecture
styles
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Gender Issues
Females relate their academic success to luck while males relate success to ability.
Females perceive their abilities to be strongest in language arts while males feel they are stronger in math and science.
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So why are Japanese Students so “intelligent”?
Students are not titled (egalitarian treatment)all students are considered equal
Learning is cooperative- higher ability students help the lower ability
Education system focuses on high achievement for all students instead of a selected group
There is little or no focus on achievement tests More time is spent in art and music than
American schools (2 hours each per week)
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All students who are gifted are different
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Arlene
One day she wore different colored socks and all the other girls followed the same trend within a week because they looked up to her so much.
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Kevin
He is the typical “math whiz”. In 7th grade he took the SAT’s and
got a perfect score on the math and verbal.
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Franklin
In 8th grade Swears at the teachers Thinks his peers are childish When the teacher called him Frank,
he had an outburst and threw his books and papers in the air and verbally assaulted the teacher.
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References
Chan, D. (2001). Learning Styles of Gifted and Nongifted Secondary Students in Hong Kong. Gifted Child Quarterly, 45, 35-44.
Cooper, E. (1999, March/April). A Reflection: The Japanese Approach to Gifted and Talented Students. Gifted Child Today, 18-21.
Friend, M. & Bursuck, W.D. (1999). Including Students with Special Needs. (2nd ed.) Needham Heights: A Viacom Company.
Oakland, T., Joyce, D., Horton, C., & Glutting, J. (2000). Temperament-based Learning Styles of Identified Gifted and Nongifted Students. Gifted Child Quarterly, 44(3), 183-189.
Ricca, J. (1984). Learning Styles and Preferred Instructional Strategies of Gifted Students. Gifted Child Quarterly, 28 (3), 121-126.
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References
Rimm, S.B. (2001). Keys to Parenting the Gifted Child. (2nd ed.) New York: Barron’s Educational Series Inc.
Siegle, D. & Reis, S.M. (1998). Gender Differences in Teacher and Student Perceptions of Gifted Students’ Ability and Effort. Gifted Child Quarterly, 42(1), 39-46.
Strip, C.A. (2000). Helping Gifted Children Sour. Arizona: Gifted Psychology Press.
Walker, S.Y. (1991). The Survival Guide for Parents of Gifted Kids. Minneapolis: Free Spirit Publishing Inc.
Webb, J.T., Meckstroth, E.A., & Tolan, S.S. (1994). Guiding the Gifted Child. Arizona: Gifted Psychology Press.
Woolfolk, A. (2001). Educational Psychology. (8th ed.) Needham Heights: A Pearson Education Company.
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References- On-Line
American Association for Gifted Childrenhttp://jayi.com.aagc> accessed 11, Feb. 20002Hoagie’s Gifted Education Pagehttp://www.hoagiesgifted.org> accessed 11, Feb. 2002The Eric Clearinghousehttp://www.eric.org/ >accessed 11, Feb. 2002The National Association for Gifted Childrenhttp://www.nacg.org/ >accessed 11, Feb. 2002