1 / 16

Understanding Students Who are Gifted and Talented

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

mona-joyner
Download Presentation

Understanding Students Who are Gifted and Talented

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Understanding Students Who are Gifted and Talented ED 222 Spring 2011

  2. 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.

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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)

  10. 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

  11. Partnering for SpEd and Related Services • Differentiated Instruction • Partnerships

  12. 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

  13. 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

  14. Service Options • Cluster grouping • All-school enrichment programs • Accelerative method • Magnet schools, charter schools, self-contained classes, special day schools, residential schools

  15. 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

  16. 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

More Related