1. Understanding Giftedness & Enrichment and Extension SSS
2011 Samford State School By Justin Marchesi Gifted Education
Mentor [email_address]
2. OVERVIEW
Intro and Overview (5 mins)
Narelles recap Giftedness Seminar
+
Understanding Giftedness (40 mins)
Discover what Giftedness in education means and how it differs
from children being bright. It will explain some children's
behaviours relating to attitudes around learning, in the upper
range of intelligence
E&E Program (15 mins)
An overview of the Enrichment and Extensionprogram 2011 at SSS.
See what's being offered for our bright and gifted students in
years 4-7.
3. Why are we (teachers) confused about the G&T child?
G&T children often dont get the answer or their answer is
out of left field
they can overcomplicate problems and scenarios as they process
too many variables and therefore
multiple choice questions are difficult for them
you say, my child is gifted (others hear you are stupid )
schools dont receive funding for G&T programs but they are
funded for learning support (learning difficulties) not a high
priority? At Samford we see it as a necessity hence, the E&E
program
4. The Gifted child some generalisations
is a result of nature (genetic) and nurture (environment)
environment is crucial in first 5 years
knows he/she is different but doesnt understand why. See it as
something wrong with them
has a mind that doesnt stop, doesnt relax
can be hypersensitive (to textures, noises, allergies). This
hypersensitivity can be misinterpreted as immaturity.
5. The Gifted child (contd)
if not engaged in learning, can become an underachiever; others
can take control of their situation
often doesnt relate to his/her classmates because their peer
group is really one or two years older but not always
sense of social isolation is greatest between ages 4 9
(Hollingworth)
need peer acceptance more than anything as they enter
adolescence no room for nerd status
6. What is important for the G&T child?
self-awareness - talk to your child about their ability. They
need to be aware of why they are (often) different.
self-worth being different is not a bad thing
true peers
challenging environment
social skills to relate
informed teachers
7.
Every child is different therefore, every childs needs are
different (Harvey, Burgess and Wharton)
Together, we must identify what works for the individual
child
8. A Quote to Start
"The truly creative mind in any field is no more than
this:
A human creature born abnormally, inhumanly sensitive.
To him...
a touch is a blow,
a sound is a noise,
a misfortune is a tragedy,
a joy is an ecstasy,
a friend is a lover,
a lover is a god,
and failure is death.
Add to this cruelly delicate organism the overpowering
necessity to create, create, create - - - so that without the
creating of music or poetry or books or buildings or something of
meaning, his very breath is cut off from him. He must create, must
pour out creation. By some strange, unknown, inward urgency he is
not really alive unless he is creating."
- Pearl Buck -
9. A Narrative
The Height Class
10.
A school district of Brisbane decided to make their classes not
according to chronological age, but according to height.
11.
Consider what this may feel like and what a child may do to
survive?
The more intellectually mature child would have to learn:
12.
how to explain ideas in simpler terms that other children can
understand
13.
how to wait patiently while others struggle with concepts he or
she has known for some time
14.
how to delay the gratification of answering all the teachers
questions so that the others have the opportunity to
participate
15.
how to fit in socially with children whose games are
uninteresting and play by rules that seem crude and unfair
16.
how to live without any real friends or understanding from
others
17. Bright v Gifted
historically, many bright students have been those who have
been identified as gifted.
Clue: The traits come in pairs so there is always a
corresponding one between bright and gifted e.g.
Knows the answers
Asks the questions
Time: 10 minutes
18. GIFTED VERSUS BRIGHT STUDENTS Bright Child Gifted Learner
Knows the answers Asks the questions Is interested Is highly
curious Is attentive Is mentally and physically involved Has good
ideas Has wild, silly ideas Works hard Plays around, yet tests well
Answers the questions Discusses in detail, elaborates Top group
Beyond the group Listens with interest Shows strong feelings and
opinions Learns with ease Already knows 6-8 repetitions for mastery
1-2 repetitions for mastery Understands ideas Constructs
abstractions Enjoys peers Prefer adults
19. GIFTED VERSUS BRIGHT STUDENTS Bright Child Gifted Learner
Grasps the meaning Draws inferences Completes assignments Initiates
projects Is receptive Is intense Copies accurately Creates a new
design Enjoys school Enjoys learning Absorbs information
Manipulates information Technician Inventor Good memoriser Good
guesser Enjoys straightforward, sequential presentation Thrives on
complexity Is alert Is keenly observant Is pleased with own
learning Is highly self-critical
20. Compounding Factors
no gifted students will display all the characteristics
some characteristics are not readily visible
gifted students will not display brilliant behaviours unless
you give them something to be brilliant about
not all the characteristics appear in all gifted children
academically gifted students may camouflage or hide their
abilities in order to fit in
21.
Levels of Giftedness Table Feldhusen, J.F. (1993). Handbook of
1993 Certificate of Gifted Education. Sydney: GERRIC, UNSW
22. Areas of Giftedness (as identified in EQ Framework)
general intelligence
specific academic studies
visual and performing arts
physical ability
creative thinking
interpersonal skills
intrapersonal skills
23. GAGNES MODEL OF GIFTEDNESS & TALENT
24.
25. Spot the Gifted
26. Her family suggested she find work as a servant. Spot the
Gifted
27. Louisa May Alcott
28. His music teacher called him a hopeless composer with a
terrible technique. Spot the Gifted
29. Beethoven
30. Was told that he had no voice and could not sing. Spot the
Gifted
31. Caruso
32. Was viewed as ordinary and somewhat subnormal in intellect.
Spot the Gifted
33. Charles Darwin
34. Was fired by a newspaper editor for a lack of ideas. Spot
the Gifted
35. Walt Disney
36. Was considered stupid by his teachers. Spot the Gifted
37. Carl Jung
38. Did poorly in school. Spot the Gifted
39. Isaac Newton
40. Flunked college and was described as unable and unwilling
to learn. Spot the Gifted
41. Leo Tolstoy
42. Was not a success at school e.g. he failed Sixth Grade Spot
the Gifted
43. Winston Churchill
44. Was thought to be retarded. He was four before he spoke. He
was seven when he learnt to read. He was expelled from school and
condemned by his teacher as mentally slow, unsociable and a foolish
daydreamer. Spot the Gifted
45. Albert Einstein
46. Was an average student is Chemistry, ranking 15/22 in the
class. Spot the Gifted
47. Louis Pasteur
48. The French sculptor was regarded as an idiot and failed
three times to gain entry into the School of Art. Spot the
Gifted
49. Rodin
50. Enrichment and Extension 2011 Samford State School
51. Major References
52. Guiding Principles
enabling all young people to achieve
success at school
providing specific assistance and targeting programs to
students who are gifted
being flexible enough to accommodate the individual learning
needs of different students.
(taken from EQs revised Framework for Gifted Education)
53. WHAT WE LEARNED FROM E&E 2010
The majority of years 4-5 students were either very happy, or
happy with the program
Give years 6&7 choices
Give years 6&7 autonomy (the Gifted are operating at a high
school level)
Give parents simple feedback through reporting channels
Finish projects early (for competitions)
54. Major Changes 2011
incorporating greater scope in identification
including bright & gifted children
coordinating activities to enter external competitions
optional entry for topics of interest in years 6 & 7
reporting home in reporting periods
greater communication with classroom
55. Other Changes
investigating links with FGSHS and GSHS for external extension
possibilities
observation of schools with embedded practice
strengthening links in P-3 (lower school)
Community Information Night
review and refine school policy and action plan
56. Term 1
Advanced Problem Solving
With the school focus on problem solving (esp.in mathematics),
students will be involved in a multi-disciplinary approach to
analysing and executing advanced problems in both mathematics and
literacy.
57. Term 2
Robocup Junior
Utilising the introductory work with the Lego NXT robots in
2010, students will work in small teams to program their robot to
enter an in-school competition, in the most popular category:
RESCUE, SOCCER or DANCE.
Workshops held at UQ may be an option.
Winners will progress to the external competition.
58. Term 3
Dream a Better World Primary School Film Competition
In either the environmental or humanitarian category, students
will write and produce a short film, and internally compete for an
entry place to the competition, held at Dreamworld in October.
59. Term 4
Negotiated Project
Students design a plan for a negotiated project in their
interest area.
Students set goals and benchmarks to adhere by. Once approved,
students work to meet deadlines.
Year 7s may choose to utilise this time in class, due to
end-of-year demands.
60. Additional Ideas
In-class Maths Extension
Maths Tournament practice July (Term 3)
For 2012, looking at the possibility of entering Opti-minds
competition
61. Reporting
Most likely, reporting of E&E will include:
The range of activities in which your child was involved. Boxes
will be ticked or crossed to indicate positives, negatives and
areas for improvement during the semester
Will be simple
62. Expectations
Once a unit of work is commenced, students are expected to
complete it, not enter or leave throughout the unit
Students show RESPECT to all other students in the class.
Reminders (e.g. time out from class) will occur for disrespect (eg,
talking when it was anothers turn)
In extreme cases, students will be sent back to their
rooms