Understanding and Challenging the Gifted

Belmont Hills ElementaryHSA Meeting

January 18, 2011Ellen Braffman ~ Lynne Partridge

Part I – Rules and Regulations◦ Pa Chapter 16◦ Definitions of giftedness◦ The identification process◦ GIEPs

Part II - Strategies to Differentiate for Gifted Learners◦ Bloom’s Taxonmony◦ Braffman’s classroom activities for the

academically talented

Introductions

Pa Chapter 16: Definition of Mentally Gifted

Outstanding intellectual and creative ability which requires specially designed instruction; programs or support services, or both, not ordinarily provided in the regular education program.

An IQ of 130 or higher or when multiple criteria strongly indicate gifted ability ◦ (may not be based on IQ alone)

Multiple Criteria include:

Achievement test scores Acquisition and retention rates Demonstrated achievement,

performance or expertise in one or more academic areas

Higher level thinking skills, academic creativity, leadership skills, academic interest areas, communication skills, foreign language aptitude or technology expertise

Evidence that intervening factors are masking gifted abilities

Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted education

Multiple Criteria (cont.):

WISC IV administered by school psychologist

Review of records to examine multiple criteria

Gifted Written Report

Gifted Individual Education Plan

The Identification Process

Chapter 16 regulates shared responsibility for implementing GIEPs (gifted 24/7 not just in Challenge).

Therefore GIEP goals relate primarily to regular classroom. ◦ Goals focus on specific academic strengths ie reading, writing, math,

and application of higher level thinking skills◦ Objectives must be measurable; ◦ Progress toward goals is reported through report cards.

Structure of GIEPs◦ Present Ed levels – narrative describes strengths, interests, abilities,

learning style, and preferences ◦ Goals ◦ Objectives◦ SDI (specially designed instruction)

Gifted IEPs

Bloom’s Taxonomy – http://www.usi.edu/distance/bdt.htm

Ellen Braffman – Learning Activities for the Academically Talented in the regular classroom

Additional resources: handouts and eBoards

Part II. Strategies to Differentiate for High Ability Learners

http://www.hoagiesgifted.org Hoagies' Gifted Education - "The all things gifted page" A fabulous wealth of resources...

Learn how to create classroom projects that utilize Bloom's Taxonomy: http://www.teachers.ash.org.au/researchskills/dalton.htm - contains ideas for

products/projects that differentiate for high ability learners

http://edselect.com/blooms.htm - features a variety of links related to Bloom's Taxonomy

http://nerds.unl.edu/pages/preser/sec/articles/blooms.html - Roles, process verbs & products from Bloom’s Taxonomy 

BOOKS Teaching Gifted Kids in the Regular Classroom  by Susan Winebrenner. A teacher-

friendly vision of how to think about and serve gifted learners. Teaching Young Gifted Children in the Regular Classroom, by Smutny, Walker,

&Meckstroth. Focuses on ways to recognize and nurture gifted children ages 4-9.

Resources