Teaching Students Who are Gifted

Teaching Students Who are Gifted

Part 1: What is the nature of giftedness?/ Some theories and definitions

Historically, gifted identified by excellence in linguistic or logical mathematical realms • Terms Used: Gifted/ Talented, Gifted, Talented, Specific/ General, Advanced Learners

Origins of Giftedness • genetics (biological) and • twins and adoptive studies show link • social/environmental factors • nature /nurture combination;

Levels of giftedness • According to IQ measurements, the following labels are generally accepted: • Bright - 115 and above • Gifted - 130 and above • Highly gifted - 145 and above • Exceptionally gifted -160 and above • Profoundly gifted - 175 and above

Definitions: - B.C: “Possess demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity or the skills associated with specific disciplines” - US: “gifted” are “children with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment.”

Often demonstrate outstanding abilities in more than one area • Demonstrate extraordinary intensity of focus in their particular areas of talent or interest • (However, they may have accompanying disabilities ) and should not be expected to have strengths in all areas of intellectual functioning

(Brain Research: fMRI) • looks like a 'brain on fire.' • Bright red blazes of high metabolic activity burst out all over the scan. • Each red patch represents millions of microcombustion events in which glucose is metabolized to provide fuel for the working brain. • Gifted brains are remarkably intense and diffuse metabolizers

The orchestration of activity is planned and complex, and it seems to require the coordination of diverse visual, spatial, verbal, and sensory areas of brain. Gifted thinkers are rarely one-mode thinkers. • enhanced sensory activation and awareness. Gifted brains are essentially "hyper-sensitive," and can be rendered even more so through training.

Not only are the initial impressions especially strong, but also the later recollections are often unusually intense or vivid. • Because vivid initial impressions correlate with better recollection, gifted brains are also characterized by increased memory efficiency and capacity. • These memories are not only especially intense and enduring memories, but they are also frequently characterized by multimodality, involving memory areas that store many different types of memories.

Howard Gardner • theory of multiple intelligences that includes seven different types of intelligence: linguistic and logical-mathematical (the types measured by IQ tests); spatial; interpersonal (ability to deal with other people); intrapersonal (insight into oneself); musical; and bodily-kinaesthetic (athletic ability).

Renzulli Enrichment Triad Model • giftedness involves the interaction of three sets of characteristics: -above average intellectual ability, -creativity -task commitment. -interaction may result in giftedness in general performance areas such as mathematics, philosophy, religion or visual arts, or in the performance areas as specific as cartooning, map-making, play-writing, advertising or agricultural research.

Key Three Characteristics: Dr. Joseph Renzulli, University of Connecticut (Page 6)

Treffinger (1986, p.40) defined the characteristics Above Average Intelligence • * Advanced vocabulary • * Good memory • * Learns very quickly and easily • * Large fund of information • * Generalizes skillfully • * Comprehends new ideas easily • * Makes abstractions easily • * Perceives similarities, differences, relationships • * Makes judgments and decisions

Creativity * Questioning; very curious about many topics * Has many ideas (fluent) * Sees things in varied ways (flexible) * Offers unique or unusual ideas (original) * Adds details; makes ideas more interesting (elaborates) * Transforms or combines ideas * Sees implications or consequences easily * Risk-taker; speculates * Feels free to disagree * Finds subtle humour, paradox or discrepancies

Creativity in Thinking (vs. product) • Insight: separating relevant from irrelevant, find novel ways of combining relevant bits of info, relate new and old info in novel and productive way • Not necessarily Genius • Creativity: express novel and useful ideas, to sense and elucidate novel and important relt, and to ask previously unthought of, but crucial questions

Task Commitment • Sets own goals, standards • Intense involvement in preferred problems and tasks • Enthusiastic about interests and activities • Needs little external motivation when pursuing tasks • Prefers to concentrate on own interest and projects • High level of energy

Task Commitment (Cont) - Perseveres; does not give up easily when working - Completes, shares products - Eager for new projects and challenges - Assumes responsibility

Task commitment refers to the passion and the perseverance that follows when students are involved in problems, topics and projects of their own interest or choosing, in our outside of the classroom. • Gifted students are typically committed to task that are personally meaningful

A lack of commitment to a task assigned by someone else does not necessarily mean the student lacks task commitment. For example, failing to complete classroom assignments is not an appropriate reason to exclude a student form gifted programming. • Therefore, educators using task commitment as an indicator of giftedness should do so carefully.

Renzulli's three-ring concept of giftedness has helped educators to look for more than intellectual ability in identifying students with potential. We now recognize the importance of creativity. When these two factors are combined with task commitment, there is potential for giftedness.

Gardner's and Renzulli's work illuminates the need to identify student potential in a variety of ways and to develop multiple programming options to meet each student's unique needs

Most Prevalent Characteristics of Giftedness • learn rapidly • have extensive vocabulary • have excellent memory • reason well • are curious • are mature for their age at times • have an excellent sense of humor • have a keen sense of observation • have a vivid imagination

have a long attention span • are concerned with justice and fairness • have a high energy level • are perfectionistic • are perseverant in their areas of interest • are avid readers • have ability to generalize info • are able to make abstractions readily • have capacity to id similarities/differences/and relationships • are concerned with big picture or global issues. • report high energy or activity levels. • are sensitive to clothing tags and other tactile sensations.

Part 2: The Identification Process: • )

Early Identification • Early id of students who are gifted important to plan/deliver appropriate ed plans • Some gifted students whose abilities are not identified and addressed early may exhibit secondary emotional and behavioural difficulties

District screening and id procedures should be in place to ensure consistency of access to programs designed to support gifted students. • Every effort should be made to ensure that screening and id procedures are unbiased with respect to language, culture, gender, physical ability, learning or other disability • What screening devices are used ?

Criterion • No single criterion should be established for access to or exclusion from services • assessments using multiple criteria and information from a variety of sources, all of which are valid components

Should Include several of: • Teacher observations :anecdotal records, checklists, and inventories • Records of student achievement including assignments, portfolios, grades and outstanding talents, interests and accomplishments • Nominations by educators, parents, peers and or self • Interview of parents and students • Formal assessments to level C of cognitive ability, achievement, aptitude and creativity • (A student who is talented in areas other than academics should also have an assessment of intellectual abilities, as it is important information for educational planning )

Data collection on -general intellectual ability -specific academic aptitude -creative or productive thinking -leadership abilities -visual or performing arts -psychomotor abilities

Identifying The Gifted in our Schools • Individual School District’s decide on process for identification purposes • Great differences in site based decision to meet criteria, provide planning • Pressures to either “under” identify or “over” identify Gifted • Gifted Rating Scale

Underrepresented Groups • Girls • Low socio-economic status • Various ethnic groups

Part 3: Some Misconceptions Myths, and Misunderstandings

Some Misunderstandings • Not necessarily a ‘high achiever’ • Many are not self-directed, independent learners who need little direction. • Many do not have the patience or desire to serve in a ‘helper’ or ‘teacher’ role • Study skills and work habits are often not well developed (because things have tended to come with little effort )

Social and emotional skills are often incongruent with intellectual capabilities. • Many are more comfortable talking and working with adults or older students • Many feel isolated and misunderstood • Undue demands are often placed on them (perceived to be more mature and responsible) • -Parents, teachers, and students themselves, set unrealistic goals, which end in frustration and feelings of failure • Easily bored and frustrated with tedious. repetitive tasks • Unusual curiosity – wants to know ‘why’

Reject authority, be non-conforming, stubborn. • Dominate or withdraw in cooperative learning situations. • Be highly sensitive to environmental stimuli such as lights or noises, • Be so emotionally sensitive and empathetic that adults consider it over-reaction, may get angry, or cry when things go wrong or seem unfair.

Be overly critical of self and others… • And that's one of the real struggles of embracing one's own giftedness is that we have these ideas in this culture that gifted people are arrogant, gifted people are snooty, that they think they're better than others. And that's typically not the case; they're more likely to feel inadequate to others, because of their own high standards.

These reactions of gifted students to the regular education environment are normal only within the context of an understanding of the gifted. Without that understanding, they may be used to label the student as ADD/ADHD.

Dabrowski: Overexcitabilities • A term to describe excessive response to stimuli in five psychic domains: • psychomotor • sensual • intellectual • imaginational • emotional) which may occur singly or in combination.

Psychomotor intensity is a surplus of energy. Children with a dominant psychomotor overexcitability are often misdiagnosed with ADHD since characteristics are similar.

* Rapid speech * Impulsive behavior * Competitiveness * Compulsive talking * Compulsive organizing * Nervous habits and tics * Preference for fast action and sports * Physical expression of emotions * Sleeplessness

Sensual The primary sign of this intensity is a heightened awareness of all five senses: sight, smell, taste, touch, and hearing. Children with a dominant sensual overexcitability can get sick from the smell of certain foods or as toddlers may hate to walk on grass in their bare feet. The pleasure they get from the tastes and textures of some foods may cause them to overeat.

* Appreciation of beauty, whether in writing, music, art or nature. Includes love of objects like jewelry * Sensitive to smells, tastes, or textures of foods * Sensitivity to pollution * Tactile sensitivity (Bothered by feel of some materials on the skin, clothing tags) * Craving for pleasure * Need or desire for comfort

Intellectual This intensity is the one most recognized in gifted children. It is characterized by activities of the mind, thought and thinking about thinking. Children who lead with this intensity seem to be thinking all the time and want answers to deep thoughts.

Sometimes their need for answers will get them in trouble in school when their questioning of the teacher can look like disrespectful challenging.

* Deep curiosity * Love of knowledge and learning * Love of problem solving * Avid reading * Asking of probing questions * Theoretical thinking * Analytical thinking * Independent thinking * Concentration, ability to maintain intellectual effort

Imaginational The primary sign of this intensity is the free play of the imagination. Their vivid imaginations can cause them to visualize the worst possibility in any situation. It can keep them from taking chances or getting involved in new situations.

* Vivid dreams * Fear of the unknown * Good sense of humor * Magical thinking * Love of poetry, music and drama * Love of fantasy * Daydreaming * Imaginary friends * Detailed visualization

Emotional Emotional The primary sign of this intensity is exceptional emotional sensitivity. Children with a strong emotional overexcitability are sometimes mistakenly believed to have bipolar disorder or other emotional problems and disorders. They are often the children about whom people will say, "He's too sensitive for his own good."

* Extremes of emotion * Anxiety * Feelings of guilt and sense of responsibility * Feelings of inadequacy and inferiority * Timidity and shyness * Loneliness * Concern for others )

Teaching Students Who are Gifted