Nature and Needs of the Gifted and Talenteddemo.responsivelearning.com/Demos/TAGT/Documents/NatNds.pdfNature and Needs of the Gifted and Talented Joyce E. Juntune, Ph.D. Texas A&M

Nature and Needs

of the

Gifted and Talented

Joyce E. Juntune, Ph.D.Texas A&M University

College Station, TX 77843(979)776-9347

[email protected]

Nature & Needs of GT © J. Juntune, 2012 pg. 1

A ________________ gifted student.


High Achieving and Gifted LearnersHigh Achieving and Gifted LearnersHigh Achieving and Gifted LearnersHigh Achieving and Gifted LearnersHigh Achieving and Gifted Learners- - - - - Characteristics and Behaviors-----

by J. Juntune, 1997 adapted from J. Szabos, Challenge Magazine, 1989

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GiftedHigh

Achievers

Gifted LearnersGifted LearnersGifted LearnersGifted LearnersGifted LearnersHigh AchieversHigh AchieversHigh AchieversHigh AchieversHigh AchieversKnows the answers

Is receptive to new ideasIs interested in learning

Copies accuratelyIs attentive in class

Enjoys school“Loves the teacher”

Absorbs informationHas good ideas

Is a technician of ideasAnswers the questions

Good memorizerLoves to memorize

Completes assignmentsEnjoys a straightforward, sequential

presentationWorks hard

Is alertA top group student

Is pleased with his/her own learningListens with interest

Likes an authority to be in chargeLoves rules

Learns with easeLearns easily at the knowledge and

comprehension level6-8 repetitions for mastery

Wants the “rules” of the assignmentspelled out

“What do I need to do to get an A?”Understands ideas

Enjoys peersGrasps the meaning

Is focused on the destination or end product

Asks the questionsIs intense about ideasIs highly curiousCreates a new design or way of doing itIs mentally and physically involvedEnjoys learningLoves ideasManipulates informationHas wild, silly ideasIs an inventor of ideasDiscusses in detail, elaboratesGood, informed guesserLoves to think and ponderInitiates projectsThrives on complexityLoves ambiguityPlays around, yet tests wellIs keenly observantIs beyond the groupIs highly self-criticalShows strong feelings and opinionsHas own idea for how it should be doneWants only basic guidelinesAlready knowsSees relationships and combines ideasSees the whole picture1-2 repetitions for mastery“I want to do it my way.”Has a better way to do it.“What is the purpose of this assignment?”Constructs abstractionsPrefers older students or adultsDraws inferencesIs focused on the “journey”.


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mpile

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y J

oyce

Ju

ntu

ne,

19

81

Cre

ati

ve T

hin

kin

g

Psy

chom

oto

r

Spec

ific

Aca

dem

ic A

bil

ity

Lea

der

ship

Vis

ual

&Per

form

ing A

rts

Gen

eral

Inte

llec

tual

Abil

ity

- as

sumes

res

pons

ibili

ty-

high

exp

ecta

tion

s fo

r se

lf &

oth

ers

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nt, co

ncise

self e

xpre

ssion

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rese

es c

onse

quen

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& im

plicat

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ctivities

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joys

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ious

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pend

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iven

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blem

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or-

crea

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inve

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ovises

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en-

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s info

rmat

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ays

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-

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out ne

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eas

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njoy

s hy

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esizing

-

lear

ns rap

idly

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ses a

larg

e vo

cabu

lary

-

inqu

isitive

- self-

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ter

- obs

erva

nt-

good

mot

or c

oord

inat

ion

- e

xhib

its cr

eative

exp

ress

ion

-

out

stan

ding

in sen

se o

f sp

atial r

elat

ions

hips

-

desire

for

pro

ducing

“ow

n pr

oduc

t”(n

ot c

onte

nt w

ith

mer

e co

pyin

g)

-un

usua

l abi

lity

for ex

pres

sing

self,

fee

lings

,moo

ds, et

c. thr

ough

art

, da

nce,

dra

ma,

mus

ic, et

c.


Thei

r de

velo

pmen

tal p

atte

rn is

asy

nchr

onou

s.Th

e w

ay th

ey re

plen

ish

thei

r ene

rgy.

P C S E

The

sour

ce o

f the

ir m

otiv

atio

n.

How

do

gift

ed p

eopl

e di

ffer

from

the

gen

eral

pop

ulat

ion?

The

leve

l of t

heir

cog

nitiv

e de

velo

pmen

t.

com

pile

d by

Jun

tune

(20

02)-

-bas

ed o

n th

e w

ork

of L

. Silv

erm

an


ACCELERATION

AREA OF GIFTEDNESS

ARRAY OF LEARNING EXPERIENCES

ARTISTICALLY GIFTED

COMPLEXITY

CONCURRENT ENROLLMENT

CONTINUUM OF LEARNING EXPERIENCES

CREATIVELY GIFTED

CREDIT BY EXAM (CBE)

DEPTH

GLOSSARY

strategy of mastering knowledge and skills at rates faster or ages younger than the norm

the specific set of abilities in which a student performs or shows potential to perform at a remarkably high level of accomplishment

a menu of challenging activities or opportunities that fit the unique interests and abilities of advanced-level students

possessing outstanding ability in the visual and/or performing arts

extension of content in, between, and across disciplines through the study of themes, problems, and issues; seeing relationships between and among ideas in/within the topic, discipline, and disciplines; examining relationships in, between, and across disciplines over time and from multiple points of view

the practice of enrolling in a college or university to earn college or university credit while in high school

articulated intellectual, artistic, creative, and/or leadership activities and opportunities that build upon one another each year a student is in school

possessing outstanding imagination, thinking ability, innovative or creative reasoning ability, ability in problem solving, and/or high attainment in original or creative thinking

method in which a student may receive credit for a subject/course or accelerate through a grade by taking one or more exams

exploration of content within a discipline to include analyzing from the concrete to the abstract, familiar to the unfamiliar, known to the unknown; exploring the discipline by going beyond facts and concepts into generalizations, principles, theories, laws; investigating the layers of experience within a discipline through details, patterns, trends, unanswered questions, and/or ethical considerations

22Nature & Needs of GT © J. Juntune, 2012 pg. 7

DIFFERENTIATION

DISTINGUISHED ACHIEVEMENT PROGRAM (DAP)

DIVERSITY

DUAL CREDIT

FOUNDATION CURRICULAR AREAS

FURLOUGH

GIFTED IN LEADERSHIP

GIFTED IN SPECIFIC ACADEMIC FIELDS

GIFTED/TALENTED SERVICES

INDEPENDENT STUDY

INTELLECTUALLY GIFTED

modification of curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom

the most rigorous of three (3) Texas high school programs

the presence of difference between individuals and among groups including but not limited to age, socioeconomics, education, race and ethnicity, gender, culture, and religious beliefs

an opportunity for a student to earn high school credit for successful completion of a college course

English language arts/reading, mathematics, science, and social studies

a leave of absence from program services

possessing the natural ability to influence others; possessing skills in interpersonal relationships demonstrated, for example, by outstanding ability in such activities as student government

possessing superior ability or potential in a specific course of study such as English language arts/reading, mathematics, science, or social studies

services and activities not ordinarily provided by the school that are specifically designed to fully develop the capabilities of students who give evidence of high achievement or capability in areas such as intellectual, creative, artistic, or leadership capacity

self-directed learning strategy where the teacher acts as guide or facilitator, and the student plays a more active role in designing and managing his or her own learning

possessing superior intelligence, with potential or demonstrated accomplishments in several fields of study; ability to perform complex mental tasks

23Nature & Needs of GT © J. Juntune, 2012 pg. 8

high standards

opinionated

high level of intelligence

curious

sense of humor

sensitive

intense

multi-stimulus

active imagination

sees patterns and relationships

adds meaning

concerned with justice

in depth thinker

many interests

interested in moral and ethical concerns


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Trait/Characteristic:

Behaviors BehaviorsStrategies

to re-enforce Strategies to re-direct


successful

camouflagedfrustrated

drop out

Kinds

of

GiftednessJuntune, 1992


Mod

els

of I

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s

Thur

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Prim

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(193

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Int

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(198

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----

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Building Verbal Intelligence:Understanding Intelligence

© J. Juntune

Intelligence scores indicate one’s potential to learn--not their readiness to learn.

It is verbal intelligence that is related to achievement.C. Reynolds

Intelligence is the ability to reason, plan, and solve problems.

Intelligence is the general ability to think abstractly, comprehend complex ideas, learnquickly, and learn from experience.

Intelligence is the ability to “catch on” and “make sense of things”.L. Gottfredson

Intelligence is the ability to understand connections and our surroundings.

Intelligence is the process of having the “right” connections.

Intelligence is the ability to understand and use our understanding to predict.[Understand = explaining the concept using different words.][Understand = apply the concept to a new situation.]

Intelligence is the ability to understand abstractions.[Abstractions - general principles that apply across situations.][Understanding abstractions - being able to picture in the mind’s eye without

the details.]

The ability to understand abstractions relates to the level of developed cognition.

D. Garlick


Building Verbal Intelligence:Background Reports

© J. Juntune

Reports:Achievement GapHow America is Failing Millions of High Achieving Students from Lower-Income

FamiliesJoshua S. WynerJohn M. BridgelandJohn J. Drulio, Jr

A Report by the Jack Kent Cooke Foundation & Civic Enterprises with original research byWestat

Published September, 2007. Reprinted with revisions August, 2009.

Mind the (Other) Gap!The Growing Excellence Gap in K-12 Education

Jonathan Plucker, Ph.D.Nathan Burroughs, Ph.D.Ruiting Song

A Report by the Center for Evaluation & Education Policy

Published February 4, 2010

Additional Information:

Payne, R. K. (2009). The 10 Dynamics of Poverty: By understanding the barriers

created by poverty, schools can help overcome them. LeadershipCompass,

6(4). from http://www.naesp.org/resources/2/Leadership_Compass/2008/

LC2009v6n4a2.pdf


1. Verbal and Nonverbal Scores

Intelligence scores have meaning. (Gottfredson).

A nonverbal score does not predict a similiar verbal score.

2. Verbal Nonverbal Gaps

Largest gaps most often found in children raised in poverty.

Gaps change very little across grade levels.

3. School/Classroom Implications

Both give us a window into understanding achievement.

Nonverbal - indicates ability and potential.

Verbal - mirrors what the teacher sees on classroom work.

Building Verbal Intelligence:Understanding the Problem

© J. Juntune


SECTION 2 SERVICE DESIGN

A flexible system of viable service options provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the

strengths and interests of gifted/talented students.

IN COMPLIANCE RECOMMENDED EXEMPLARY 2.1C Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas. Services are available during the school day as well as the entire school year. Parents are informed of these options (19 TAC §89.3(3)).

2.1.1R Information concerning special opportunities (contests, academic recognition, summer camps, community programs, volunteer opportunities, etc.) is available and disseminated to parents and community members.

2.1E Services for gifted/talented students are comprehensive, structured, sequenced, and appropriately challenging, including options in the four (4) foundation curricular areas, arts, leadership, and creativity.

2.1.2R Specialists and advocates for gifted/talented students are consulted in the development of program policies and options.

2.2C Gifted/talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school day as well as the entire school year as a direct result of gifted/talented service options (19 TAC §89.3(1)).

2.2R Flexible grouping patterns and independent investigations are employed in the four (4) foundation curricular areas.

2.3C Out-of-school options relevant to the students’ areas of strength are provided by school districts whenever possible (19 TAC §89.3(3)).

2.3R Options that meet the needs of gifted/talented students are available on a continuous basis outside the regular school day.

The board of trustees of a school district or the governing body of an open-enrollment charter school has primary responsibility for ensuring that the district or school complies with all applicable requirements of state

educational programs (TEC §7.028). 8Nature & Needs of GT © J. Juntune, 2012 pg. 17

Cla

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Education of the Gifted is About NEED----- Michael Clay Thompson, Editor of Our Gifted Children Education should not be about age; it should be about need. Gifted children should receive professional educational treatment. The educational curricula and practices they receive should be the educational curricula and practices that they need. Hollingworth did pioneering work showing that in an undifferentiated school setting, moderately gifted children wasted half their time, and highly gifted children wasted almost all their time. What kinds of instructional differentiation do gifted children need?

1. They need instruction that responds to their extra curiosity, to their urgency for meaning, to their advanced vocabularies, to their interest in complexity, to their fast comprehensions, to their vast memories.

2. Gifted children need choice-- individualized and self-regulating experiences that are appropriate to their self-motivated independence.

3. They need higher-order thinking activities that give their abstract minds a workout.

4. They need Socratic Inquiry, to satisfy the energies of their inherent, constant questioning.

5. They need advanced levels of subject matter because they can learn them and short instructions because they will understand them immediately and quick paces through difficult material because they don’t need many things repeated.

6. Gifted kids do need research; they don’t need many workbooks.

7. They do need a variety of learning experiences; they don’t need just more amounts of the problems in the textbook.

Everyone does not need these kinds of differentiation. Gifted kids do.

"Gifted children need educations that would defeat and obstruct many

other students, and other students need educations that stop gifted students, leaving them bored and defeated."


Serv

ice

Des

ign

Gui

delin

es f

or t

he G

ifted

2. T

here

is a

var

ianc

e in

leve

ls o

f int

ellig

ence

with

in th

egi

fted

pop

ulat

ion.

Som

e st

uden

ts r

ecei

ving

gift

ed s

ervi

ces

have

ver

bal n

onve

rbal

inte

llige

nce

gaps

tha

t im

pact

the

ir a

bilit

y to

ach

ieve

.

3.G

ifted

pro

gram

incl

ude

a ra

nge

of st

uden

ts--

a. g

ifted

who

cho

ose

not t

o ac

hive

b. h

igh

achi

ever

s who

are

not

gift

edc.

gift

ed w

ho c

hoos

e to

ach

ieve

A v

aire

ty a

nd r

ange

of

serv

ies

are

need

ed.

4. T

here

mus

t be

a m

atch

bet

wee

n id

entif

icat

ion

and

gift

ed p

rogr

am se

rvic

es.

We

serv

e th

e ab

ilitie

s an

d st

reng

ths

we

iden

tify.

We

mat

ch t

he s

ervi

ce t

o th

e st

uden

t no

t th

e st

uden

tto

the

ser

vice

.

Iden

tific

atio

n ne

eds

a di

agno

stic

ele

men

t th

at p

oint

sus

in t

he d

irec

tion

of p

rogr

am s

ervi

ces.

1. G

ifted

stu

dent

s diff

er fr

om o

ther

stud

ents

in--

-

A.

deve

lopm

ent

B. e

nerg

y so

urce

C. t

ype

of m

otiv

atio

n

“Int

ellig

ence

is t

he a

bilit

y to

“ca

tch-

on”

and

to “

mak

e se

nse

of t

hing

s.”L.

Got

tfre

dson

© J

. Ju

ntun

e


Non

-neg

otia

tble

Cor

e Se

rvic

es fo

r Gift

ed S

tude

nts

1.

Stud

ent

Choi

ce

2. M

ini-s

tudi

es a

nd I

ndep

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nt S

tudy

3. P

re-A

sses

smen

ts (

daily

and

wee

kly

“tes

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4. A

ccel

erat

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(gra

de le

vel a

nd c

ours

e)

5. G

uide

d D

iscu

ssio

n G

roup

s

6. I

nter

disc

iplin

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Inst

ruct

ion

7. A

ddrr

essi

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erba

l-non

verb

al in

telli

genc

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ps.

Thin

k ‘N

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Wha

t se

rvic

e de

sign

cha

nges

will

tak

e th

e le

ast

effo

rt f

or t

he m

ost

payo

ff??

??

© J

. Ju

ntun

e


Differentiated Learning Plan (DLP) Guidelines © Joyce E. Juntune

1. List several areas of strength for the student. 2. Provide evidence (observation, assessment) for each area of strength listed. 3. List some of the student’s areas of interest (i.e. hobbies, extra curricular activities, areas of fascination).

4. List any additional information that would impact programming.

(learning difficulties, type of learner, attention span) 5. Think of several (at least 12 – 15) program possibilities for the student.

a. What ideas are suggested by combining areas of strength and interests? b. How might ideas need to be modified based on additional information that will

impact programming? Caution—areas of difficulty only need attention if they are standing in the way of learning. The goal is NOT to develop a “well-rounded” student where all areas of difficulty match the level of areas of strength!!

6. Sort the program possibilities into two areas:

a. Activities carried out under the supervision of the classroom teacher b. Activities which will be carried out outside of the classroom

TIP: Ask the classroom teacher to look at the activities and decide which one s/he is

able to supervise. Put these into the “within classroom” area. Parents are asked to choose activities second. All others are the responsibility of a resource teacher, the librarian, the parents, and/or volunteers.

7. Divide the activities by weeks according to which activities will occur inside the classroom and which will occur outside the classroom.

8. For each activity occurring outside the classroom, designate who is responsible for

supervising the activity. 9. A copy of the DLP is given to the student, the classroom teacher, the principal, the

librarian, the gifted program office, the parents, and all other people involved with supervision of the program.

Most DLP’s are for 6-9 weeks. Start small and add months as you feel comfortable. Anytime the DLP is changed—all people involved are notified.


DIF

FERE

NTI

ATE

D L

EARN

ING

PLA

N (D

LP)

FOR

____

____

____

____

____

____

___

TO C

OVE

R TH

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EEKS

OF

____

____

____

____

__TO

____

____

____

____

__

PREP

ARE

D B

Y __

____

____

____

____

____

____

___

© J

. Ju

ntun

e


Prog

ram P

lann

ing

Info

rmat

ion

Stud

ent

Gra

de

Are

as o

f St

reng

thEv

iden

ce

Are

as o

f inte

rest

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

© J

. Ju

ntun

e

Scho

ol Y

ear

Add

itiona

l info

rmat

ion

that

impa

cts

prog

ramming

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


Prog

ram P

ossibi

lities

for

cont

ent

mod

ificat

ion

for

inde

pend

ent

stud

y

© J

. Ju

ntun

e


St

uden

tPlan

ned

Lear

ning

Exp

erienc

es a

nd A

ctivities

Mon

th:

In t

he c

lass

room

Out

side

the

class

room

Wee

k __

__

Wee

k __

__

Wee

k __

__

Pers

on R

espo

nsib

le

Dat

es--

Dat

es--

Dat

es--

© J

. Ju

ntun

e


Prog

ram P

lann

ing

Reflec

tion

sSt

uden

tDat

es o

f Plan

Are

as t

hat

Wor

ked

Are

as o

f Difficu

lty

New

Inf

ormat

ion

to C

onside

r

Sugg

estion

s fo

r Nex

t Plan

© J

. Ju

ntun

e


A C

OPY

OF

THE

DIF

FERE

NTI

ATE

D L

EARN

ING

PLA

NSH

OU

LD B

E GI

VEN

TO

:

___

prin

cipa

l

___

clas

sroo

m t

each

er

___

libra

rian

/med

ia c

ente

r sp

ecia

list

___

pare

nts

of s

tude

nt

___

gift

ed/t

alen

ted

teac

her(

s)

© J

. Ju

ntun

e


Prog

ram P

lann

ing

Info

rmat

ion

Stud

ent

Gra

de

Are

as o

f St

reng

thEv

iden

ce

Are

as o

f inte

rest

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

© J

. Ju

ntun

e

Scho

ol Y

ear

Add

itiona

l info

rmat

ion

that

impa

cts

prog

ramming

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


Prog

ram P

ossibi

lities

for

cont

ent

mod

ificat

ion

for

inde

pend

ent

stud

y

© J

. Ju

ntun

e


Key Websites Related to Gifted Education------

Gifted Child Quarterly

Journals

http://www.nagc.org Journal for the Education of the Gifted http://www.prufrock.com/prufrock_jm_jeg.cfm Journal of Advanced Academics and Gifted Child Today http://www.prufrock.com/prufrockjournalsmagazines.cfm Roeper Review www.roeperreview.org/

National Association for Gifted Children

Organizations

http://www.nagc.org Texas Association for the Gifted and Talented http://www.txgifted.org/ Supporting Emotional Needs of the Gifted http://www.sengifted.org/about_history.shtml American Creativity Association http://www.amcreativityassoc.org/

Prufrock Press

Publishers

http://www.prufrock.com/ Free Spirit Publishing http://www.freespirit.com/ Great Potential Press http://www.giftedbooks.com/ Understanding Our Gifted http://www.our-gifted.com/

Texas State Plan for GT

Other Web Sites of Interest

http://ritter.tea.state.tx.us/gted/EnglishStatePlan020610.pdf Texas Performance Standards Project http://www.texaspsp.org/ Texas Administrative Code for the Gifted http://www.tea.state.tx.us./gted/GifTal.html The National Research Center on Gifted and Talented http://www.gifted.uconn.edu A Nation Deceived Report http://nationdeceived.org GT World: Links to resources on gifted and talented. http://www.gtworld.org/links.html Linda Silverman’s Clinic in Colorado http://gifteddevelopment.com/ The Davidson Institute http://www.ditd.org/public/ The National Conference of Governors' Schools http://ncogs.org/ Hoagies Gifted – general information with links http://www.hoagiesgifted.org/


http://www.nagc.org/Publications/GiftedChild/index.html�

http://www.nagc.org/�

http://coehp.idbsu.edu/tag/jeg.htm�

http://www.prufrock.com/prufrock_jm_jeg.cfm�

http://www.prufrock.com/mag_jsge.html�

http://www.prufrock.com/prufrockjournalsmagazines.cfm�

http://www.roeper.org/html/roeper_review.html�

http://www.roeperreview.org/�

http://www.nagc.org/�

http://www.txgifted.org/�

http://www.sengifted.org/about_history.shtml�

http://www.amcreativityassoc.org/�

http://www.prufrock.com/�

http://www.freespirit.com/�

http://www.giftedbooks.com/�

http://www.our-gifted.com/�

http://ritter.tea.state.tx.us/gted/EnglishStatePlan020610.pdf�

http://www.texaspsp.org/�

http://www.tea.state.tx.us./gted/GifTal.html�

http://www.ucc.uconn.edu/~wwwgt/nrcgt.html�

http://www.gifted.uconn.edu/�

http://nationdeceived.org/�

http://www.gtworld.org/links.html�

http://www.gtworld.org/links.html�

http://gifteddevelopment.com/�

http://www.ditd.org/public/�

http://ncogs.org/�

http://www.hoagiesgifted.org/�

--- Points to Remember ---

Giftedstudents

&their needs
