Gifted Learners. Why Identify?. Gifted vs Talented. Gifted = natural, untrained ability = potential Talented behaviour = manifestation of giftedness in productive and observable ways Giftedness + a process of development = talented behaviour. Thinking it Through.
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Gifted = natural, untrained ability = potential
Talented behaviour = manifestation of giftedness in productive and observable ways
Giftedness + a process of development = talented behaviour
1. Facts you know about the learner
2. How do you (as a teacher) feel about the learner?
3. What are your concerns about the learner?
4. What are the positive things about the learner?
5. Questions you want to ask about the learner?
6. Ideas you have now for responding to the learner.
Why is it important to identify her?
What might be the long term impact of identifying her? Or not identifying her?
With a partner sum up the key ideas that the video showed about gifted children.
Which ideas contradicted something you thought about gifted children?
All parents think their child is gifted
(so teachers need to double check or question them or ask and keep asking for proof)
(so we shouldn’t make it public that we are looking for gifted children)
(especially those who think their child can already do what we are doing in class)
2. No one is gifted about gifted children.
(I have been teaching for x years and not seen one)
(in this regional/rural/low ses/high indigenous area we don’t have anyone)
3. Everyone is gifted at something about gifted children.
(so we shouldn’t separate them out)
(we need to offer everyone this chance)
(so he/she is just like everyone else)
4. IQ tests are worthless at identifying giftedness about gifted children.
(and are not really connected to real ability)
(and might be wrong)
(and are stressful)
5. There is a fine line between genius and insanity about gifted children.
(so gifted children are fragile and likely to have emotional issues)
(so gifted children will be high maintenance and difficult to manage)
Gifted children are overexcitable. about gifted children.
(so they will be hyperactive, intense, hard to control, problems in the classroom)
(so we have to let them have ‘space’ and accept misbehaviour – it is because of their ability)
7. Gifted children are perfectionists. about gifted children.
(so their work will be perfect and always high quality)
(so they will spend a long time getting it right)
(so they can be relied on to be the highest performer, do their best work)
(and that is always a bad thing?)
8. Gifted children will be poorly adjusted if they about gifted children.
are told they are gifted.
(they will become big-headed)
(they will be egocentric)
(they need to be reminded that they are not special)
9. Gifted education helps children achieve their potential. about gifted children.
10. Many gifted children are too socially immature to be educationally accelerated.
11. Boredom is intellectual.
12. Curriculum differentiation is about doing things differently.
Look for evidence of:
An exceptional learner
An exceptional use of knowledge
An exceptional generator of knowledge
Connected to the program offering
Considers a range of aspects of development
Is looking at the whole child
Needs to be started early
About seeking information for planning
Broad – look at low ses/indigenous / underachievers/ creative learners
Standardised achievement tests
Off level testing
Psychometric testing (IQ testing)