understanding students who are gifted and talented
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Understanding Students Who are Gifted and Talented. ED 222 Spring 2011. Duo: The True Story of a Gifted Child with Down Syndrome. http://www.youtube.com/watch?v=dFJ1-Tctd7Q&feature=related A 1996 independent film starring Stephane Gimmsz. First film featuring a lead actor with Down Syndorme - PowerPoint PPT PresentationTRANSCRIPT
Understanding Students Understanding Students Who are Gifted and Who are Gifted and TalentedTalentedED 222 Spring 2011
Duo: The True Story of a Duo: The True Story of a Gifted Child with Down Gifted Child with Down SyndromeSyndromehttp://www.youtube.com/watch?v
=dFJ1-Tctd7Q&feature=relatedA 1996 independent film starring
Stephane Gimmsz. First film featuring a lead actor
with Down SyndormeWon the Martin Scorsese and the
Warner Bros. Picture Film Award.
Twice-ExceptionalTwice-ExceptionalGallagher coined the term to
refer to students who were both gifted and have a disabilities.
We have been aware of twice-exceptional students for about 30 years.
At-risk because they are hidden from the general population because of their environment
Providing ServicesProviding Services• Currently, 28 states have law
requiring schools to provide gifted and talented education; only 6 states have full funding
• Most states defined giftedness based on the Javits Gifted and Talented Act
• IDEA does not require states to provide services
• More girls that boys• Underrepresentation of students
from diverse backgrounds, low SES, and with other disabilities
Gagne’s “Differentiated Gagne’s “Differentiated Model of Giftedness and Model of Giftedness and Talent”Talent”We cannot become talented
unless we were first gifted, or almost so…
Six component process◦Giftedness◦Chance*◦Environmental catalyst*◦Intrapersonal catalyst*◦Learning/practice◦Talent
Gardner’s Multiple Gardner’s Multiple Intelligence Intelligence
MusicalBodily-kinestheticLogical-
mathematicalLinguistic
SpatialInterpersonalIntrapersonalNaturalist
•Attitudes toward learning rather than a process•Hard to identify because no one test measures
Describing the Describing the CharacteristicsCharacteristicsHigh general intellectSpecific academic aptitudeCreativityLeadership abilityTalents in visual and performing
artsSocial and emotional characteristicsOrigin: Interaction between nature
and nurture
Social and Emotional Social and Emotional IssuesIssuesIsolationPerfectionism (healthy and
unhealthy)◦Overlaping behaviors: depression, a
nagging, “I Should” feeling, shame/guilt, face-saving, shyness/procrastination, self-deprecation
UnderachievementDepression
Evaluating StudentsEvaluating StudentsIQ testsBright: 115-129, or one in six (84th
percentile)Moderately gifted: 130-144, or 1 in 50 (98th -
99.8th percentile)Highly gifted: 145-159, or 1 in 1000 (99.8th
percentile)Exceptionally gifted: 160-174, or 1 in 30,000
(99.997th percentile)Profoundly gifted: 175+, or 1 in 3 million
(99.99997th percentile)
Evaluating StudentsEvaluating StudentsChallenges identifying students
from diverse backgroundsUse multiple means of
measurement◦Multiple Intelligences
DISCOVER
◦Creativity assessments Torrance Test of Creative Thinking
Thinking Creatively with Words Thinking Creatively with Pictures
Partnering for SpEd and Partnering for SpEd and Related ServicesRelated ServicesDifferentiated InstructionPartnerships
Determining Supplementary Determining Supplementary Aids and ServicesAids and Services• Acceleration–Students move more rapidly through
the curriculum–May include “skipping” classes or
grades• Compact the curriculum–Assess part of the curriculum already
mastered–Teacher only teaches curriculum not
already mastered–May start by doing most difficult work
first
Planning Universally Planning Universally Designed Learning and Other Designed Learning and Other Educational NeedsEducational Needs• Curriculum extension– Expand the breadth and depth
• Cognitive taxonomies (Bloom)–Move students up to more complex tasks
• Autonomous learning model– Explore what it means to be gifted– Explore what intelligence and creativity mean– Explore aspects of their personal/social
development– Teach organizational skills– Engage in self-directed study about topics of
interest– Teach the importance of autonomous life-long
learning
Service OptionsService OptionsCluster groupingAll-school enrichment programsAccelerative methodMagnet schools, charter schools,
self-contained classes, special day schools, residential schools
Measuring Student Measuring Student ProgressProgressProgress in the general education
curriculum◦Some evaluation responsibility on the
studentProduct evaluationProcess evaluation
◦Reflective assessmentProgress is addressing other
educational needs◦Learning contracts
Making Accommodations and Making Accommodations and AssessmentsAssessmentsUsually do not need
accommodation unless they also have a disability
May feel added pressure to perform well
SAT and ACT may feel extreme pressure, especially if competing for scholarships
Test taking techniques to help lower test anxiety