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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

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duo the true story of a gifted child with down syndrome
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
  • Won the Martin Scorsese and the Warner Bros. Picture Film Award.
twice exceptional
  • Gallagher 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 services
Providing 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 model of giftedness and talent
Gagne’s “Differentiated Model of Giftedness and 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 intelligence
Gardner’s Multiple Intelligence
  • Musical
  • Bodily-kinesthetic
  • Logical-mathematical
  • Linguistic
  • Spatial
  • Interpersonal
  • Intrapersonal
  • Naturalist
  • Attitudes toward learning rather than a process
  • Hard to identify because no one test measures
describing the characteristics
Describing the Characteristics
  • High general intellect
  • Specific academic aptitude
  • Creativity
  • Leadership ability
  • Talents in visual and performing arts
  • Social and emotional characteristics
  • Origin: Interaction between nature and nurture
social and emotional issues
Social and Emotional Issues
  • Isolation
  • Perfectionism (healthy and unhealthy)
    • Overlaping behaviors: depression, a nagging, “I Should” feeling, shame/guilt, face-saving, shyness/procrastination, self-deprecation
  • Underachievement
  • Depression
evaluating students
Evaluating Students
  • IQ tests
  • Bright: 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 students1
Evaluating Students
  • Challenges identifying students from diverse backgrounds
  • Use 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 related services
Partnering for SpEd and Related Services
  • Differentiated Instruction
  • Partnerships
determining supplementary aids and services
Determining Supplementary Aids 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 designed learning and other educational needs
Planning Universally Designed Learning and Other Educational 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 options
Service Options
  • Cluster grouping
  • All-school enrichment programs
  • Accelerative method
  • Magnet schools, charter schools, self-contained classes, special day schools, residential schools
measuring student progress
Measuring Student Progress
  • Progress in the general education curriculum
    • Some evaluation responsibility on the student
  • Product evaluation
  • Process evaluation
    • Reflective assessment
  • Progress is addressing other educational needs
    • Learning contracts
making accommodations and assessments
Making Accommodations and Assessments
  • Usually 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