What is

Giftedness?

Jen Flo

Module 1, Assignment 2

(this slide to be removed when used for teacher PD)

What is

Giftedness?

http://www.gocomics.com/calvinandhobbes/1995/01/09#.UwDjFY2YZ9A

So, what does giftedness mean?

Highly gifted children tend to be those who demonstrate asynchronous development. Due to their high cognitive abilities and high intensities they experience and relate

to the world in unique ways..

There is not one definition of giftedness,

but they do share common characteristics…

Common Traits

http://www.nagc.org/index.aspx?id=121

• Shows superior reasoning powers and marked ability to handle ideas; can generalize readily from specific facts and can see subtle relationships; has outstanding problem-solving ability.

• Shows persistent intellectual curiosity; asks searching questions; shows exceptional interest in the nature of man and the universe.

• Has a wide range of interests, often of an intellectual kind; develops one or more interests to considerable depth.

Typical indicating factors of giftedness. No child will demonstrate all traits.

Common Traits

http://www.nagc.org/index.aspx?id=121

• Is markedly superior in quality and quantity of written and/or spoken vocabulary; is interested in the subtleties of words and their uses.

• Reads avidly and absorbs books well beyond his or her years.

• Learns quickly and easily and retains what is learned; recalls important details, concepts and principles; comprehends readily.

• Shows insight into arithmetical problems that require careful reasoning and grasps mathematical concepts readily.

Common Traits

http://www.nagc.org/index.aspx?id=121

• Shows creative ability or imaginative expression in such things as music, art, dance, drama; shows sensitivity and finesse in rhythm, movement, and bodily control.

• Sustains concentration for lengthy periods and shows outstanding responsibility and independence in classroom work.

• Sets realistically high standards for self; is self-critical in evaluating and correcting his or her own efforts

Common Traits

http://www.nagc.org/index.aspx?id=121

• Shows initiative and originality in intellectual work; shows flexibility in thinking and considers problems from a number of viewpoints.

• Observes keenly and is responsive to new ideas.

• Shows social poise and an ability to communicate with adults in a mature way.

• Gets excitement and pleasure from intellectual challenge; shows an alert and subtle sense of humor.

Current research suggests that there may be higher incidence of children in this

high range than previously thought. Due to their unique characteristics, these children are particularly vulnerable.

Highly gifted children need a specialized advocacy because very little has been

done to develop appropriate curriculum and non-traditional options for these

children.

The child of 160+ is as different from the child of 130 IQ as that child is different from the child of average ability.

http://www.hollingworth.org/

Challenges in the Current

System Schools are organized chronologically -not by interest, need or

achievements (Clark, Renzulli, Robinson)

Schools are focused on meeting grade-level expectations (Clark) or filling deficits in instruction

No federal mandate or definition. State mandates create expectation of services, but with limited funding, the success of these programs can be limited (Clark)

Academic talents are the only demonstrations of giftedness, creative thinkers are disadvantaged

Challenges in the Current

System

Conformity of education has lead to standardization (Robinson)

Schools today follow a “pedagogy of prescription and practice” (Renzulli) and seek to provide deficit instruction versus strength instruction.

Emphasis on testing and less on important outcomes of schooling. (Robinson and Renzulli) “[Students] are dislocated from their talents.” (Robinson)

Myths

No special nuturing of talent is need to help these students

“These are the bright kids” agreeable and motivated students

The paradox of elitism. In American culture, one should pursue achievement and knowledge. But one should not rise too far above and be seen as having more than others (Clark)

No specialized training of teachers required to meet the needs of highly capable students.

Reform & Revolution

Gifted students are different than their age peers. They need acceleration and enhanced educational opportunities to meet their Basic Educational needs (WAC & Page)

Revolution is needed, not reform. Patching a broken model will not create the change needed to prevent loss of human talent (Robinson)

Gifted students of today need nurturing of their diverse talents to prevent a crisis of human resources (Robinson)

High engagement often results in higher achievement. (Renzulli)

Reform & Revolution

Gifted students learn at a faster pace, demonstrate greater depth and complexity and show incredible intensities not present in their age mates. (Hollingworth) It is our responsibility to provide them with an array of services that meet their needs to the best of our abilities.

Personalize education to meet the needs of the gifted and all learners. (Robinson) Many strategies used by gifted educators are beneficial to all students.

Reform & Revolution

Gifted students represent an extreme population and have distinct learning needs. As school system, we should serve all of our students. All means all!

Meet students where they are at; use the tools to help them be successful in the 21st century (ie, technology). (Renzulli)

Definition of Highly Capable

Students in Washington

As used in this chapter, highly capable students are students who perform or show potential for performing at significantly

advanced academic levels when compared with others of their age, experiences, or environments. Outstanding abilities are seen within students' general intellectual aptitudes, specific academic abilities, and/or creative productivities within a specific domain. These students are present not only in the general populace, but

are present within all protected classes according to chapters 28A.640 and 28A.642 RCW.

WAC 392-170-035

Highly Capable Students Need

Acceleration of pace

Access to intellectual peers

Appropriate levels of depth & complexity

How do we meet the needs of Calvin?

http://www.gocomics.com/calvinandhobbes/1995/01/09#.UwDjFY2YZ9A

ResourcesClark, B. (2008) . Growing up gifted. Upper Saddle River,NJ: Pearson Education.

Hollingworth, L. (n.d.). Who are the highly gifted. The Hollingworth center for highly gifted children. Retrieved from: http://www.hollingworth.org/highlygifted.html

ERIC Digest #E476: Giftedness and the gifted: What’s it all about: Some general characteristics. Retrieved from: http://www.nagc.org/index.aspx?id=121

Page, J. S. (2010). "Challenges Faced by 'Gifted Learners' in School and Beyond." Student Pulse, 2(11). Retrieved from http://www.studentpulse.com/a?id=330

Renzulli, J. S. (2009, August) Prologue: The empire strikes back: redefining the role of gifted education in the 21st

century. Paper presented at The World Council for Gifted and Talented Children, Vancouver, Canada. Retrieved from: http://www.gifted.uconn.edu/nviews/pdf/The_Empire_Strikes_Back.pdf

Robinson, K. (2010, February). Sir Ken Robinson: Bring on the learning revolution [Video file]. Retrieved from:http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html

Robinson, K. (2010, October). Ken Robinson: Changing education paradigms [Video File]. Retrieved from:http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

Sousa, D. A. (2009). How the gifted brain learns. Thousand Oaks, CA: Corwin.

Wash. Leg. Code ch. § 392.170.005 – 392.170.095. Special service program – highly capable students. April 2013.