Chapter 7 Objectives Giftedness Chapter Objectives At the end of this presentation you should be able to: Understand the role of giftedness within special

Chapter 7 Objectives

Giftedness

Chapter Objectives

At the end of this presentation you should be able to:

• Understand the role of giftedness within special education.• Apply knowledge of Universal Design for Learning to the curriculum and

instruction for gifted education.• Recall the behavioral and social characteristics of students identified as gifted

or talented.• Reflect on the benefits of collaboration in supporting the education of students

identified as gifted or talented.

• Briana is a 16-year-old girl.• She began showing signs of unique talent at the age of 3.• She is enrolled in a school an hour away so she can receive appropriate

services for her gifts.• She tends to be shy and doesn’t like people to know that she is gifted.• Finding an education that challenges her appropriately has been difficult.• She may skip the eighth grade and transition directly into high school; her

mother and teachers are currently considering the possible social consequences.

Who is Briana Hoskins?

How Do You Recognize Students Who Are Gifted?

• Most states define giftedness based on the definition in the Javits Gifted and Talented Act.

• While the definition states that students who are gifted require additional services, IDEA does not require states to provide services.

• Theorists have developed conceptual models of giftedness.– Renzulli: three-ring theory– Sternberg and Zhang: pentagonal implicit theory – Gardener: multiple intelligences– Goleman: emotional intelligence

Defining giftedness


Understand the role of giftedness in special education.

Jacob Javits Gifted & Talented Act of 1988• Representation

– cultural groups– economic strata– areas of human endeavor

• Supports the development of gifted and talented students in the United States

• Reauthorized as Title V, Part D, Subpart 6 of the No Child Left Behind Act of 2001

• Reauthorizes the U.S. Department of Education– fund grants– provide leadership– sponsor a national research center

Purpose of Javits Act

• Initiate a coordinated program for Gifted and Talented students– scientifically based research– demonstration projects– innovative strategies

• Designed to build and enhance public education– elementary schools– secondary schools

Purpose of Javits Act

• Priorities– Grants– Leadership– Research

• Diverse ethnic and socioeconomic backgrounds• “Good for all”• Leads to improved policy and practice

Defining Giftedness

Recall the behavioral and social characteristics of students identified as gifted or talented.


Renzulli: three-ring theory - Figure 7-1

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

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• Perseveres; does not give up easily when working• Completes, shares products• Eager for new projects and challenges• Assumes responsibility

Pentagonal Implicit Theory

• Excellance• Rarity• Productivity• Demonstrability• Value

Gardner’s Multiple Intelligences

• Visual / Spatial Intelligence• Musical Intelligence• Verbal Intelligence• Logical/Mathematical Intelligence• Interpersonal Intelligence• Intrapersonal Intelligence• Bodily / Kinesthetic Intelligence

Goleman’s Emotional Intelligence

• Identify and name one's emotional states and understand the link between emotions, thought and action

• Manage one's emotional states - control emotions or shift undesirable emotional states to more adequate ones

• Enter into emotional states associated with a drive to achieve and be successful

• Read, be sensitive to and influence other people's emotions• Enter and sustain satisfactory interpersonal relationships

Common Myths About Gifted Students

• Homogeneous group• No “special needs”• No problems managing day to day challenges• Guaranteed success• Self-directed• Socially and emotionally stable

Common Myths About Gifted Students• Social outcasts• Deserve higher responsibility• Can achieve if only apply themselves• Naturally creative and do not need

encouragement• Easy to raise and include in classroom

Truths About Gifted Students• Perfectionistic and idealistic. • Heightened sensitivity to their own expectations and

those of others• Asynchronous• ”Mappers" (sequential learners) and "leapers" (spatial

learners).• Boredom - resulting in low achievement and grades.• Problem solvers and abstract thinkers

• Describing the characteristics– General intellect– Specific academic aptitude– Creative productive thinking– Leadership ability– Visual and performing arts– Behavioral, social, and emotional characteristics

• Identifying the origins– Combination of nature (genetic factors) and nurture (environmental factors)

• Identifying the prevalence– Generally thought to be the top 2 or 3% of a population– However, there is controversy over what giftedness is and how many

students are gifted.

Characteristics, Origins, and Prevalence



How Do You Evaluate Students Who Are Gifted?

• Determining the presence– There are problems identifying students who are gifted, especially students

from diverse backgrounds.– Experts support using multiple means of measurement.

• Multiple Intelligences• DISCOVER• Creativity assessments

• Determining the nature and extent of general and special education– Students who are gifted may assume some responsibility for evaluation of

progress.• Product evaluation• Process evaluation

Presence and Determining the Nature and Extent of Services



DISCOVER

• Multiple intelligence• Problem solving• Diversity

Determining the presence



Figure 7-6

How Do You Assure Progress in the General Curriculum?

• Including students– Being aware of students’ social needs, as well as individual education

needs, is critical.• Tailor the pace of instruction to students’ pace of learning• Ensure the depth of content coverage correlates to students’ aptitude• Relate instruction to students’ interests

Including Students


Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education.

• Planning universally designed learning– Augmenting instruction

• Enrichment• Enrichment triad model• Schoolwide enrichment model (SEM)

Planning Universally Designed Learning


Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education.

• Universally designed learning– Altering curriculum

• Teaching content that will allow students to apply critical thinking and problem-solving skills not typically addressed in the general education classroom

• Problem-based learning• Recognizes gifted students’ need to strengthen problem-solving skills, as well

as acquire knowledge and additional skills

Planning Universally Designed Learning and Collaborating


Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education. Reflect on the benefits of collaboration.

• Collaborating to meet students’ needs– In collaboration, participants must use flexibility, acceleration, and variety.– Mentorships are a way of establishing collaboration with the community.– The students themselves may act as mentors to younger students.

Collaborating to Meet Students’ Needs


Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education. Reflect on the benefits of collaboration.

What Can You Learn from Others Who Teach Gifted Students?

• Montgomery Knolls Early Childhood Gifted Program• Gifted programs for young children are fairly rare.• Using Gardner’s model of multiple intelligences, MKEC program focuses on

identifying and serving different types of giftedness.• Students use a theme approach to gain understanding of a unifying topic and

learn about other topics.

Early Childhood


The Elementary Years

• Blue Valley School District, Kansas• Integrates features of enriching experiences and problem-based learning• The schoolwide-enrichment model is used, as well as the autonomous learner

model.• Teachers view themselves as facilitators for learning.

Elementary


The Middle and Secondary Years

• Central Middle School, Missouri• Enrichment model developed around the Program for Exceptionally Gifted

Students (PEGS) developed in Missouri• Includes knowledge and skills included in the general curriculum, as well as an

enhanced curriculum• Students spend part of the day in the PEGS program, as well as part of the

day with age-appropriate peers.• The state has a statewide PEGS support network for students.

Middle and Secondary


The Transitional and Post-Secondary Years

• College Planning for Gifted Students (Berger, 1989)• Planning needs to start early and involve a proactive approach.• By having a structured plan, students may begin the college experience early

with enriched courses that both complete high school requirements and begin earning college credits.

Transitional And Post Secondary


A Vision for Briana’s Future

• Briana may skip one grade and begin high school a year early.• She will continue to strengthen her academic, artistic, and athletic skills.• She is receiving offers from universities, summer sports camps, private

conservatories, and dance troupes that would like her to join their institutions.• She will need flexibility in her academic and extracurricular activities,

acceleration in all her activities, and variety in the ways in which she learns and participates.

• She will need to determine how to maintain social acceptance and remain balanced emotionally.

Documents

Chapter 7 Objectives Giftedness Chapter Objectives At the end of this presentation you should be able to: Understand the role of giftedness within special