education of the gifted and talented, 6e © 2011 pearson education, inc. all rights reserved....

Education of the Gifted and Talented, 6e© 2011 Pearson Education, Inc.

All rights reserved.

Chapter 1Gifted Education:

Matching Instruction with Needs

Education of the Gifted and Talented, 6eDavis / Rimm / SiegleISBN: 0132542757

© 2011 Pearson Education, Inc.All Rights Reserved.

1-2

Rationale for Gifted Education Society Reactions

Will they make it on their own? “Sounds of Silence”

Changes in Attitudes Equity versus Excellence Response to Criticisms

Drop-out rates A Nation At Risk Benefits to teachers and other students



1-3

History of Giftedness and Gifted Education Over the Centuries

Sparta’s athleticism Athen’s disregard of social class Rome’s education of both genders China’s child prodigies and education for

all Japan’s social segregation of

opportunities Renaissance’s appreciation for creativity



1-4

History of Giftedness and Gifted Education In America

Sparse in early America Changes in 1920’s and 1930’s

In Europe Streaming (aka Ability Grouping) Reaction against class structures



1-5

Contemporary History of Gifted Education Sir Francis Galton

Heredity Alfred Binet

Standardized Tests Lewis Terman

Longitudinal Study of Gifted Children Leta Hollingworth

Nurturing Talent



1-6

Contemporary History of Gifted Education Sputnik

Shock to America Call for better programming

Debate over IQ The Bell Curve Mental Chronometry Robert Sternberg

Successful Intelligence



1-7

Gifted Education in the 21st Century National Excellence: A Case for

Developing America’s Talent

Variability of gifted programming by state

Status of gifted education across the world



1-8

National Research Center on the Gifted and Talented Joseph Renzulli, founder

www.nrcgt.org

Distribute “consumer-oriented” research concerning gifted education

Funded through Jacob K. Javits Gifted and Talented Education Act



1-9

Ability Grouping Debate

Types of Ability Grouping Homogeneous Heterogeneous

Between-Class Grouping (i.e., Tracking) Cross-Grade Grouping (i.e., Joplin Plan) Within-Class Grouping



1-10

Ability Grouping Debate Jeanie Oaks- Against Ability Grouping

Tracking is: Ineffective Discriminatory Unfair in Principle

Research Concerning Ability Grouping Raises achievement of high ability students Does not lower achievement of low/average

ability students Raises self-esteem of lower ability students



1-11

No Child Left Behind Focus on lowest performing groups Resulted in gains in math and

reading scores Lessened gap for racial minority

groups

No gains (and less funding) for high-ability students



1-12

World Competition for STEM Fields “America Competes Act”

Thinking Skills Critical Thinking Problem Solving

Also includes emphasis on foreign languages



1-13

Definitions of Giftedness Concerns about Definitions of

Giftedness

Federal Definitions Marland Report (1979) Revised Definitions

Variability Across States



1-14

Explanations and Interpretations of Giftedness and Intelligence

Five Categories of Definitions (Stankowski, 1978)

After-the-fact Definitions IQ Percentages Talent Creativity



1-15


Renzulli’s Three Ring Model Above-average Ability Task Commitment Creativity

Gifted behaviors versus Giftedness

Not necessarily strong in all three areas



1-16


Gange’s DMTG Model Gifts (natural abilities) Talents (specific skills) Influencing Factors

Personal Environment Chance



1-17

Explanations and Interpretations of Giftedness and IntelligenceTannenbaum’s Who, What, and How of Giftedness

◦ Taxonomy of Giftedness A producer of thoughts creatively or proficiently A producer of tangibles creatively or proficiently A performer of staged artistry creatively or proficiently A performer of human services creatively or proficiently

◦ Five Interweaving Factors A superior general intellect Strong special aptitudes Supportive nonintellective traits A challenging and supportive environment Chance



1-18


Taylor’s Talent Totem Poles◦ Academic◦ Productive Thinking◦ Communicating◦ Forecasting◦ Decision Making◦ Planning◦ Implementing◦ Human Relations◦ Discerning Opportunities



1-19


Gardner’s Theory of Multiple Intelligences

◦ Linguistic◦ Logical-Mathematical

◦ Spatial◦ Musical

◦ Bodily-Kinesthetic

◦ Interpersonal◦ Intrapersonal◦ Naturalist



1-20


Emotional Intelligence/Giftedness Too high empathy A strong sense of moral justice (ideals, beliefs) A lively imagination Overexcitability, High sensuality Intensely positive and negative emotional

feelings



1-21


Sternberg’s Triarchic Theory Analytic Synthetic Practical

Balance of the three to achieve giftedness

Implicit theory of giftedness



1-22


Hierarchy of IntelligenceTop Level: general intelligence

◦ g Middle Level: broad factors

◦ verbal, spatial, etc.Bottom Level: specific abilities

◦ reading decoding, expressional fluency, etc.



1-23


Thinking Dispositions (Ritchart, 2001)

Creative Thinking Critical Thinking Reflective Thinking

Thinking dispositions comprise intellectual character



1-24

Summarizing the Research The needs of the gifted are generally not met in America’s

classrooms Homogeneous grouping is good for gifted students Acceleration increases achievement for gifted students Enrichment increases achievement Classroom teachers can learn to differentiate for gifted

learners Gifted education pedagogy can reverse underachievement

(especially among under-represented populations) Some gifted education pedagogy can benefit all students Gifted students with learning disabilities who are not

identified suffer emotional stress Gifted programs benefit students long-term (i.e., college

aspirations, career goals, and motivation)



1-25

Looking Towards the Future Talent Development vs. Gifted

Education

Agenda for Adminstrators and Teachers VanTassel-Baska, 2007

education of the gifted and talented, 6e © 2011 pearson education, inc. all rights reserved....

Documents

pearson education

talented education act

e davis rimm siegle

talent slide

creativity slide

needs slide

world slide

talented joseph renzulli