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Dispelling Some Dispelling Some Myths About Gifted Myths About Gifted Students Students Characteristics of Gifted Characteristics of Gifted Children Children Becky Renegar

Facts and Myths of Gifted Children

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This is the presentation from the April 25th NET meeting.

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Page 1: Facts and Myths of Gifted Children

Dispelling Some Dispelling Some Myths About Gifted Myths About Gifted StudentsStudentsCharacteristics of Gifted ChildrenCharacteristics of Gifted Children

Becky Renegar

Page 2: Facts and Myths of Gifted Children

An opening thought…An opening thought…

The human brain starts working the The human brain starts working the moment you are born and never stops moment you are born and never stops until you stand up to speak in public. until you stand up to speak in public.

George JesselGeorge Jessel

Page 3: Facts and Myths of Gifted Children

Fact or Myth:Fact or Myth:

There are over 180 different definitions of There are over 180 different definitions of giftednessgiftedness

Gifted kids are so smart they do fine with or Gifted kids are so smart they do fine with or without special programswithout special programs

Gifted students make everyone else in the Gifted students make everyone else in the class smarter by providing a role model or a class smarter by providing a role model or a challenge.challenge.

Parenting young gifted children is labor Parenting young gifted children is labor intensive.intensive.

Page 4: Facts and Myths of Gifted Children

Fact: Fact: There are over 180 There are over 180 definitions of giftednessdefinitions of giftedness

United States Office of Education – gifted United States Office of Education – gifted students are those "who have students are those "who have outstanding abilitiesoutstanding abilities, are , are capablecapable ofof high performancehigh performance and who and who require require differentiated educational programsdifferentiated educational programs (beyond those normally provided by (beyond those normally provided by regular school programs) in order to regular school programs) in order to realize their contribution to self and realize their contribution to self and society". society".

Page 5: Facts and Myths of Gifted Children

DefinitionsDefinitions

According to NCLB- The term “gifted and According to NCLB- The term “gifted and talented”, when used with respect to students, talented”, when used with respect to students, children, or youth, means students, children, or children, or youth, means students, children, or youth who youth who give evidence of high give evidence of high achievement capabilityachievement capability in areas such as in areas such as intellectual, creative, artistic, or leadership intellectual, creative, artistic, or leadership capacity, or in specific academic fields,capacity, or in specific academic fields, and and who who need services or activitiesneed services or activities not ordinarily not ordinarily provided by the school in order to fully develop provided by the school in order to fully develop those capabilities. (Title IX, Part A, Section those capabilities. (Title IX, Part A, Section 9101(22), p. 544)9101(22), p. 544)

Page 6: Facts and Myths of Gifted Children

DefinitionsDefinitions

According to ODE- According to ODE- "Gifted" means "Gifted" means students who students who perform or show perform or show potentialpotential for performing atfor performing at remarkably remarkably high levels of accomplishmenthigh levels of accomplishment when when compared to others of their age, compared to others of their age, experience, or environment and who are experience, or environment and who are identified under division (a), (b), (c), or (d) identified under division (a), (b), (c), or (d) of section 3324.03 of the revised code. of section 3324.03 of the revised code.

Page 7: Facts and Myths of Gifted Children

DefinitionsDefinitions

According to the Columbus Group- "Giftedness is According to the Columbus Group- "Giftedness is asynchronous developmentasynchronous development in which in which advanced advanced cognitive abilitiescognitive abilities and and heightened intensityheightened intensity combine to combine to create inner experiences and awareness that are create inner experiences and awareness that are qualitatively qualitatively different from the normdifferent from the norm. This asynchrony . This asynchrony increases with higher intellectual capacity. The increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly uniqueness of the gifted renders them particularly vulnerable and requires vulnerable and requires modifications in parenting, modifications in parenting, teaching and counselingteaching and counseling in order for them to develop in order for them to develop optimally." The Columbus Group, 1991, cited by optimally." The Columbus Group, 1991, cited by Martha Morelock, "Martha Morelock, "Giftedness: The View from WithinGiftedness: The View from Within", ", in Understanding Our Gifted, January 1992in Understanding Our Gifted, January 1992

Page 8: Facts and Myths of Gifted Children

Myth: Myth: Gifted kids are so smart Gifted kids are so smart they do fine with or without they do fine with or without special programsspecial programs

They may appear to do fine on their own. They may appear to do fine on their own. But without proper challenge they can But without proper challenge they can become bored and unruly. As the years become bored and unruly. As the years go by they may find it harder and harder go by they may find it harder and harder as work does become more challenging, as work does become more challenging, since they never faced challenge before. since they never faced challenge before.

http://www.ri.net/gifted_talented/character.htmlhttp://www.ri.net/gifted_talented/character.html

Page 9: Facts and Myths of Gifted Children

Myth: Myth: Gifted students make everyone else in Gifted students make everyone else in the class smarter by providing a role model the class smarter by providing a role model or a challenge.or a challenge.

Actually, average or below-average students do Actually, average or below-average students do not look to the gifted students in the class as role not look to the gifted students in the class as role models. They are models. They are more likely to model their more likely to model their behavior on those who have similar capabilities behavior on those who have similar capabilities and are coping well in school.and are coping well in school. Seeing a student at Seeing a student at a similar performance level succeed motivates a similar performance level succeed motivates students because it students because it adds to their own sense of adds to their own sense of abilityability; watching or relying on someone who is ; watching or relying on someone who is expected to succeed does little to increase a expected to succeed does little to increase a struggling student’s sense of self-confidence. struggling student’s sense of self-confidence. [2]Similarly, [2]Similarly, gifted students benefit from gifted students benefit from interactions with peers at similar performance interactions with peers at similar performance levels.levels.

http://www.nagc.org/index.aspx?id=569http://www.nagc.org/index.aspx?id=569

Page 10: Facts and Myths of Gifted Children

Fact: Fact: Parenting young gifted Parenting young gifted children is labor intensive.children is labor intensive. Some of the earliest signs of giftedness Some of the earliest signs of giftedness

include: include: unusual alertness in infancy = increased unusual alertness in infancy = increased

interactioninteraction less need for sleep in infancy = long, less need for sleep in infancy = long,

sleepless nights, few breaks for napssleepless nights, few breaks for naps long attention span = repetition in playlong attention span = repetition in play high activity level = Mom and Dad trying to high activity level = Mom and Dad trying to

keep upkeep up

Page 11: Facts and Myths of Gifted Children

Parenting young gifted Parenting young gifted children cont’dchildren cont’d

advanced progression through the advanced progression through the developmental milestonesdevelopmental milestonesextraordinary memory = watch what you say extraordinary memory = watch what you say and doand do

enjoyment and speed of learning = constantly enjoyment and speed of learning = constantly providing new experiencesproviding new experiences

early and extensive language development = early and extensive language development = “She learned to talk and hasn’t stopped yet!”“She learned to talk and hasn’t stopped yet!”

fascination with books = lots of time reading, fascination with books = lots of time reading, sometimes the same book over and over and sometimes the same book over and over and over and…over and…

Page 12: Facts and Myths of Gifted Children

curiosity = “Where does the moon go?” and curiosity = “Where does the moon go?” and other difficult questionsother difficult questions

excellent sense of humor = playing with excellent sense of humor = playing with language, “getting” jokes other children their language, “getting” jokes other children their age might not getage might not get

abstract reasoning and problem-solving skills = abstract reasoning and problem-solving skills = nothing is safenothing is safe

vivid imagination (e.g., imaginary companions) vivid imagination (e.g., imaginary companions) = lots of stories to listen to and games to play = lots of stories to listen to and games to play

Parenting young gifted Parenting young gifted children cont’dchildren cont’d

Page 13: Facts and Myths of Gifted Children

What is Giftedness?What is Giftedness?

Asynchronous developmentAsynchronous development Advanced cognitive abilitiesAdvanced cognitive abilities High levels of achievementHigh levels of achievement Potential for high levels of achievementPotential for high levels of achievement Specific academic areas / cognitive Specific academic areas / cognitive

abilities / creativity / visual and abilities / creativity / visual and performing arts performing arts

Page 14: Facts and Myths of Gifted Children

Identifying the GiftedIdentifying the Gifted

Page 15: Facts and Myths of Gifted Children

Some behavioral / learning Some behavioral / learning characteristics of gifted characteristics of gifted students:students: (Dr. Linda Kreger Silverman)(Dr. Linda Kreger Silverman)

Reasons well Reasons well (good (good thinker)thinker)

Learns rapidly Learns rapidly Has an excellent Has an excellent

memory memory Is a keen observer Is a keen observer

Has a long attention Has a long attention span span (if interested)(if interested)

Perseverant in their Perseverant in their interests interests

Has a wide range of Has a wide range of interests interests

Page 16: Facts and Myths of Gifted Children
Page 17: Facts and Myths of Gifted Children

Behavioral Behavioral Characteristics Characteristics

Has facility with Has facility with numbers numbers

Good at jigsaw Good at jigsaw puzzles puzzles

Has extensive Has extensive vocabularyvocabulary

Early or avid reader Early or avid reader (if too young to read, (if too young to read, loves being read to)loves being read to)

Has a vivid Has a vivid imagination imagination

Is highly creative Is highly creative Tends to question Tends to question

authorityauthority Has high degree of Has high degree of

energyenergy

Page 18: Facts and Myths of Gifted Children
Page 19: Facts and Myths of Gifted Children

Some social / emotional Some social / emotional characteristics of gifted characteristics of gifted students:students: (Dr. Linda Kreger Silverman)(Dr. Linda Kreger Silverman)

Prefers older Prefers older companions or adults companions or adults

Has a great sense of Has a great sense of humor humor

Concerned with Concerned with justice, fairness justice, fairness

Judgment mature for Judgment mature for ageage at times at times

Morally sensitiveMorally sensitive

Sensitive Sensitive (feelings (feelings hurt easily)hurt easily)

Shows compassion Shows compassion Perfectionistic Perfectionistic Intense Intense Has strong curiosity Has strong curiosity

Page 20: Facts and Myths of Gifted Children
Page 21: Facts and Myths of Gifted Children

Strength   Strength            Possible ProblemPossible Problem

Verbal skills  Verbal skills   Talks too much, Talks too much, talks above the heads talks above the heads of his or her age peersof his or her age peers

Long attention span  Long attention span   Tunnel Vision; resists interruption, Tunnel Vision; resists interruption, stubbornnessstubbornness, resists duties, resists duties

Acquires/retains Acquires/retains information easily information easily 

Inaccuracy, sloppiness, impatient with Inaccuracy, sloppiness, impatient with others, others, dislikes basic routinedislikes basic routine

Creativity, inventivenessCreativity, inventiveness Escape into fantasy, rejection of Escape into fantasy, rejection of norms, may be seen as norms, may be seen as disruptivedisruptive

Independent, prefers Independent, prefers individualized work individualized work 

Inability to accept helpInability to accept help from peers, from peers, nonconformity, reliant on self  nonconformity, reliant on self 

The flip sideThe flip side

Page 22: Facts and Myths of Gifted Children

The flip side cont’dThe flip side cont’d

StrengthStrength Possible ProblemPossible Problem

Critical thinking  Critical thinking   Critical of others, Critical of others, perfectionismperfectionism, unreasonable , unreasonable standards for self standards for self

Preference for  Complexity  Preference for  Complexity   Resistance to simple Resistance to simple solutionssolutions; constructs ; constructs complicated rules, bossy complicated rules, bossy

Versatility Versatility  Appears Appears disorganizeddisorganized, , scattered, frustrated over lack scattered, frustrated over lack of timeof time

SensitiveSensitive Extreme sensitivity to Extreme sensitivity to criticismcriticism or peer rejection or peer rejection

Page 23: Facts and Myths of Gifted Children

Shoe SizeShoe SizeGoing into the shoe store, the Going into the shoe store, the

salesperson says..." Do you have a salesperson says..." Do you have a size 7 foot? I have a size 7 shoe size 7 foot? I have a size 7 shoe that should fit you very nicely, and that should fit you very nicely, and may be just what you need. No? may be just what you need. No? You have a size 9 foot? Well, all I You have a size 9 foot? Well, all I have are size 7 shoes. Just wear have are size 7 shoes. Just wear this one anyway." this one anyway."

"I can't get it on." "I can't get it on." "What's the matter with my shoe?" "What's the matter with my shoe?" "Nothing is wrong with the shoe. It is a "Nothing is wrong with the shoe. It is a

perfectly fine shoe." [i.e., perfectly fine shoe." [i.e., program/curriculum is great, just not program/curriculum is great, just not a good fit. We are a good fit. We are notnot putting down putting down your program/curriculum.] your program/curriculum.]

Page 24: Facts and Myths of Gifted Children

Shoe SizeShoe Size"Well, maybe you would like my shoe if I "Well, maybe you would like my shoe if I

put this pretty bow on it. Or maybe a put this pretty bow on it. Or maybe a shiny buckle? Now put it on. I don't shiny buckle? Now put it on. I don't understand why it doesn't fit. How understand why it doesn't fit. How about if I give you more size 7 shoes? about if I give you more size 7 shoes? Will three be enough [more of the Will three be enough [more of the same!]? Well, then something must be same!]? Well, then something must be wrong with your foot. What's wrong with wrong with your foot. What's wrong with your foot?" your foot?"

"Nothing is wrong with my foot. I have a "Nothing is wrong with my foot. I have a perfectly good foot." perfectly good foot."

In order for shoes to work well for you, In order for shoes to work well for you, they have to be a good fit. And imagine they have to be a good fit. And imagine what happens when you have to walk what happens when you have to walk around all day in shoes that are too around all day in shoes that are too small--you get a little cranky, don't you? small--you get a little cranky, don't you? Or maybe you decide to stop wearing Or maybe you decide to stop wearing shoes altogether! Good programs and shoes altogether! Good programs and good kids need to be matched for a good kids need to be matched for a good fit.good fit.

Page 25: Facts and Myths of Gifted Children

Great Resources!Great Resources!

http://www.hoagiesgifted.comhttp://www.hoagiesgifted.com

http://www.oagc.comhttp://www.oagc.com

http://www.nagc.orghttp://www.nagc.org