Nature and Needs of Gifted Students Module I of V (6 of 30 clock hours)

1. Nature and Needs of Gifted StudentsModule I of V (6 of 30 clock hours) Kristin Fawaz Gifted and Talented McKinney ISD, 2012

2. Housekeeping “The beaver is very skilled at its craft. It knows exactly what to do to fix a dam. The last thing it needs is someone on the bank shouting dam instructions.” -Author Unknown • Sign-in • Agenda • Breaks • One hour lunch @ 11:30 • End early! • Cell phones • Poll Everywhere • QR Scanner • Todayschat/natureandneeds • Aurasma • Primarypad • Twitter/ Instagram

3. What would YOU like to get out of today? • New Ideas • Awareness / Understanding • Refresher about what you already know • Networking • Credit • ???

4. Learning Objectives • Demonstrate an understanding of the characteristics and behaviors of gifted students in order to meet their cognitive and affective needs. • Review the historical, legal, and conceptual understanding of Gifted Education. • Understand the many faces of gifted students.

5. Participant Expectations • Be open to new ideas. • Play along; engage in activities and group discussions. • Share your thoughts, experiences, expertise and learning. • Return from lunch and breaks on time. • Enjoy our time together and have fun!

6. Networking • Introduce yourself to your table. • Share your favorite summer moment so far. • Be prepared to introduce the person sitting to your right to all of us.

7. Continuum of Talents Evaluate your own performance and line up according to how well you think your “talents” compare. • 1 - Awful.  • 10- FANTASTIC! 

9. Howard Gardener’s Nine Intelligences Verbal/Linguistic Intrapersonal Musical Visual/Spatial Logical/ Mathematical Bodily/Kinesthetic Naturalist Existential Interpersonal

10. Description of the Multiple Intelligences • Verbal/Linguistic intelligence: A sensitivity to the meaning and order of words. • Logical/mathematical intelligence: Ability in mathematics and other complex logical systems. • Musical intelligence: The ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence. • Visual/Spatial intelligence: The ability to "think in pictures," to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors. • Bodily-kinesthetic intelligence: The ability to use one's body in a skilled way, for self-expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence. • Interpersonal intelligence: An ability to perceive and understand other individuals -- their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence. • Intrapersonal intelligence: An understanding of one's own emotions. Some novelists and or counselors use their own experience to guide others. • Naturalistic intelligence: Possesses extensive knowledge of the living world and its taxonomies. This person is highly capable in the recognition and identification of plants and animals. • Existential intelligence: Possess the capability to see how something relates to the big picture, finds meaning in the values of truth, goodness and beauty, has an acute responsiveness to the intangible qualities of being human, be it responding to the arts, philosophical virtues, or religious tenets.

11. Fact or Fiction Quiz Answer the 20 question quiz independently. Sure, YOU may know all the answers, but most people don’t. Go ahead and guess if you aren’t certain on some of them. It’s okay not to be perfect. Learning something unexpected and new can be fun!

12. Fact or Fiction Quiz 1. Fiction 2. Fiction 3. Fiction 4. Fiction 5. Fact 6. Fact 7. Fact 8. Fact 9. Fiction 10. Fact

13. Fact or Fiction Quiz 11. Fact 12. Fiction 13. Fiction 14. Fiction 15. Fiction 16. Fiction 17. Fiction 18. Fact 19. Fiction 20. Fact

14. How did you do? What surprised you most? What questions do you have? What didn’t surprise you at all? As a group, how would you define “giftedness”?

15. What is Giftedness?Text 273338 and your answer to 37607

16. US Office of Education Definition of Giftedness GT children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and services beyond those normally provided by the regular program in order to realize their contribution to self and society. Children of high performance include those with demonstrated achievement and/or potential ability in any of the following areas: • General intellectual ability • Specific academic aptitude • Creative or productive thinking • Leadership ability • Visual and performing arts • Psychomotor ability

17. Texas State Goal of Services for Gifted and Talented Students Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking (critical & creative), research (advanced) , and communication asevidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar ages, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.

18. Million Dollar Question… Ultimately, what is education’s goal for the gifted learner?

20. Levels of Giftedness Interventions increase the further you move away from the middle.

21. By the numbers… • To put this in perspective… • .14% of the population fall in the +3 • Students with IQ of 130+ are in the 95th percentile and will usually qualify for gifted services. • “Gifted” 1:95 • “Highly Gifted” 1:260 • 160 “Exceptionally Gifted” 1:31,560 • 175 “Profoundly Gifted” 1:2,000,000 • It’s no wonder they feel isolated and school struggle to meet their needs. • Through the Roof Learning.com

22. Renzulli’s 3-Ring Conception of Giftedness .

23. Francois Gagne’sDifferentiated Model of Giftedness and Talents

24. Gagne’s Differentiated Model of Giftedness and Talent (DGMT) DMGT simplified

25. Mentorship and relationships can often bridge the gap. “You learned in one day what it’s taken months for me to teach my other lab students.”

26. Hollingsworth 1942, Renzulli & Silverman 1991 Researched how much time was wasted for our very brightest students… IQ 140= 50% of their time in school is wasted. IQ 170= 90% of their time in school is wasted. These children have learned most of the curriculum before they even walk in the door. The parts they aren’t certain about, they pick up rapidly, or already know intuitively.

27. Text 279308 and response to 37607 . Brain Sneeze… Name that scene. Text in your answer. http://safeshare.tv/w/owfuLZJiKA

29. CHARACTERISTICS OF THE GIFTED One size does not fit all.

31. Bright vs. Gifted Card Sort Activity

32. Some Common Characteristics (Not every gifted child will have each characteristic) Endlessly curious Perfectionist Compassionate Avid reader Morally sensitive Extensive vocabulary Keen observer Perceptive High degree of energy Questions authority Advanced sense of humor Mature judgment Sensitive Insightful Highly creative Non-conforming Vivid imagination Excellent memory Learns rapidly Perseveres in interests Concerned with justice Wide range of interests Reasons well Grasps abstract concepts Thrives on complexity Precocious reasoning ability Highly verbal Highly INTENSE Performs better with A need to know challenging work

33. Hey, that’s what they do, okay?

34. Something to Consider: Gifted children see the world differently than most other children. 124 -95

35. Gifted people are different. Neurology Larger frontal lobe, faster synapses, efficient processes Perception Over excitabilities, sensitivity, awareness, intensity Behavior Capacity for being active, psychomotor responses Environment Sensual, intellectual, imaginative, emotional

36. Asynchronous Development • Out of sync with “normally developed same age peers”. • Parents need to serve as “multi-level mediators”. • Consider the whole gifted child…emotions can’t be treated separately from intellectual or physical development. • Society often values the products of a gifted child’s intellect while the traits that go with these characteristics are not. • (Example: winning essay vs. emotional reaction to war as “neurotic”) • Gifted kids have an acutely heightened awareness of everything so they recognize turmoil within themselves. • "Achievement is neither the essence of giftedness nor the most important aspect of it.”

37. Lunch Trailer: http://safeshare.tv/w/uTNlMxovrE Film: http://www.safeshare.tv/w/myrNTiygjc

38. Welcome Back!

39. Roll the die…1 – Connect an item from your lunch to something you learned today.2 – One word to sum up what you learned.3 – Celebrate something you already knew.4 – I’m still fuzzy about…/I want to know…5 – Name an “aha” student connection.6 – I want to remember.

40. Overexcitabilities in Gifted People Over excitabilities are increased sensitivity, awareness, and intensity.

41. T N E I N S T I Y Psychomotor Sensual Emotional Intellectual Imaginational Dabrowki

42. Intensity of… Thought- “Her mind is always whirling.” Purpose- “Once he makes up his mind to do something…” Emotion- “She internalizes everything anyone says about her.” Spirit- “He is always looking out for someone less fortunate who needs help.” Soul- “She asks questions that philosophers have asked for centuries and gets upset when we can’t give her definite answers to them.” From J.R. Delisle, Once upon a mind: The stories and scholars of gifted child education. Harcourt_Brace, 1999

43. Intensity… Text 298816 and response to 37607 Who is the intense character in this scene and what are they doing? Text in your response. http://www.safeshare.tv/w/PrBEOrEBmK

44. Use your phone to scan the code for instructions.

45. Psychomotor OE • “Cooper” • “Capacity for being active or energetic” • Talks compulsively • Acts impulsively • Displays nervous habits • Compulsively disorganized • Others may find them overwhelming • Seems to never be still • Common misdiagnosis... ADD. • (Piechowski, 1991)

46. Sensual OE • “Keaton” • “Heightened experience of sensual pleasure and displeasure emanating from sight, smell, touch, taste, sound.” • Pleasure and pain are much more intense. • Increased & early appreciation of music, art, language • Endless delight from sensations- smells, textures, tastes. • Ability to escape reality and become thoroughly absorbed in sensations. • May become over- stimulated and uncomfortable easily. • May withdraw (due to rough clothing, cafeteria smells, pencil pressure, etc). • (Dabrowski & Piechoski 1977; Piechowski 1979, 1991)

47. Intellectual OE • “Cade” • “Need to seek understanding and truth, to gain knowledge, and to analyze and synthesize” • Many characteristics commonly listed for gifted students fall into this category. • Intensely curious • Keen observers • Detailed visual recall • Loves theory/ thinking • Strong concerns for moral and ethical issues • Impatient when others cannot sustain their intellectual pace • May interrupt at inappropriate times due to excitement • Elaborate planners • Able to engage in prolonged intellectual effort • Tenacious problem solvers (when they choose) • (Dabrowski & Piechoski 1977; Piechowski 1979, 1991)

48. Imaginational OE • “Kenzie” • “Rich association of images and impressions” • Frequent use of images • Metaphors • Facility for invention and fantasy • Visualization and elaborate dreams • May mix truth with fiction • May create private words/ codes • May have imaginary friends/ daydreams • Difficulty staying tuned to rigid academic curriculum and may prefer to write or draw instead • Difficulty completing tasks when an idea captures their thoughts. • (Dabrowski & Piechoski 1977; Piechowski 1979, 1991)

49. Emotional OE • “Marisol” • “Intense emotion, intense empathy, and magnified affective expression.” • Stomach aches / blushing • Concern with death / depression • Capacity for deep relationships • Strong emotional attachments to people, places, things • Acutely aware of own feelings • Often carries on inner dialogue and routinely practices self- judgment • Often accused of over-reacting. • (Piechowski 1991)

50. “Over excitabilities represent a real difference in the fabric of life and quality of experience.” (Lind, 2001) “One who manifests several forms of over excitability, sees reality in a different, stronger, and more multisided manner.” (Dabrowski, 1972)