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Giftedness and Talents

Giftedness and Talents. Prepared by: Cicilia Evi GradDiplSc ., M. Psi. Definition. Lewis Terman’s narrow view  exclusively based on cognition, reasoning, and IQ test score of over 140  a fixed characteristic

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Giftedness and Talents

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  1. Giftedness and Talents Prepared by: CiciliaEviGradDiplSc., M. Psi

  2. Definition • Lewis Terman’s narrow view  exclusively based on cognition, reasoning, and IQ test score of over 140  a fixed characteristic • Multidimensional view  intelligence, aptitudes, abilities, creativity and talents • Mary Fraiser  giftedness as the potential to excel at the upper end of any talent continuum (cited in Grantham, 2002)

  3. Definition (2) • Gifted or talented  terms described individuals with high levels of intelligence, creativity, outstanding abilities, and capacity for high performance • They have high potential to succeed at school and later in life as leaders who make unique contributions to society

  4. Meet Dr BaramuraliAmbati

  5. Dr HeenalRaichula

  6. Gardner’s Multiple Intelligence • A broader view • Not merely connected to academic achievements • May excel in one or more areas, but not necessarily in all of them (8 areas)  p. 467 • The 9th existential intelligence is inclusive

  7. Challenges • Overcoming the assumption that they do not need special attention or unique education program • Gifted individuals often do not reach their potential because their educational programs did not meet their needs (Benbow & Stanley, 1996)

  8. Characteristics • Five areas of focus to consider giftedness and talents among individuals (Reis & Housand, 2008): • Intellectual ability • Specific academic aptitude • Creative or productive thinking • Leadership ability • Visual and performing arts

  9. Characteristics (2) • Females • Bias, stereotype, reduced opportunities • Single-sex school can excel their potential • Culturally and Linguistically Diverse students • Poor school systems • African-American students refuse to join the program  don’t want to be different • Students with Disabilities • Which issue to address first …. • Twice exceptional students

  10. Cause • Both environment and heredity • Scores above 160  are like their parents’ and grandparents’ scores! • IQ is not a fixed characteristic • Attitudes, motivation, expectations, and values expressed in different cultures, societies, socioeconomic level and families  influence the development of talent (Ford & Whiting, 2007)

  11. Prevention • Important  prevent them from as many situations that negatively affect talent development  attitudes & opinion expressed by family, friends, TV and print media  influence behavior and teach role expectation • Prepare programs that foster academic excellence and creativity • Teachers may favor them academically, but do not encourage divergent, independent or imaginative behaviors

  12. Assessments • Gatekeepers  put them to the right place • Early Identification • Almost from birth • Master developmental milestones early (p. 477) • Obvious to family members • Prereferral • Educators should be aware of signs  verbal and nonverbal reasoning, leadership, academics, art, creative writing or poetry, and oral language

  13. Assessments (2) • Identification • Formal assessments • Informal (p. 478) • Evaluation • Look at the underachievers  boost motivation and self-esteem

  14. Early Intervention • Early intervention  leads to early entrance to preschool or the selection of an enriched or special preschool for gifted young children, also signaled the parents that their children need unique educational opportunities across the school years (Rimm, 2008) • No respond  diminished accomplishments during later school years, especially in poor family (Johnsen, 2008) • Teachers  provide flexible & individualized curriculum; prevent from being ridiculed

  15. Teaching Gifted Students • No single option or answer  so, an array of programs, including separate programs for students by ability or interest may be part of the answer • Variety of placement options: general classroom, resource rooms or pullout programs, self-contained classes, magnet school and any other of special schools

  16. Contd. • Key features of the programs: • Problem-based learning • Abstract thinking • Reasoning activities • Creative problem solving • Content mastery • Breadth and depth of topic • Independent study • Talent development

  17. Acceleration • Gifted students must access the curriculum at their own level because they must be intellectually and academically challenged by providing opportunities beyond general classroom • Acceleration is an option that allows students to move through the curriculum more rapidly than their peers who learn in more typical ways (NAGC, 2004)

  18. Contd. • Different acceleration programs: • Grade skipping • Advanced placement course  allows student to study course content in more depth and they don’t have to take it again in college • Ability groups, such as: honors sections  carry college credit • Benefit of acceleration  p. 481 - 482

  19. Instructional Accommodations • Differentiated instructions  students receive different learning experiences that are above and beyond those provided to typical learners through the general education curriculum (Callahan, 2008)  by modifying the standard curriculum’s content, learning environment or instruction provided (Tomlinson & Hockett, 2008)

  20. Contd. • Enrichment  adding topics or skills to the traditional curriculum or presenting a particular topic in more depth  transdisciplinary approach where they each focus on a different aspect of the topic • Curriculum compacting  saving instructional time for enrichment activities by reducing or eliminating topics that has been mastered • Time can be reallocated to mentoring, independent study, internships, advanced study

  21. Contd. • Enrichment triad/ revolving-door model  an inclusive model for gifted education where 15% - 20% of a school’s students participate in activities to develop thinking skills, problem solving and creativity  read the type on p. 483-484

  22. Technology • Distance education technology  using telecommunications tech to deliver instruction to many different sites  to compensate lack of programs and resources, often the case at poor, urban schools • Students can work in pairs or teams as they master course content  online discussions with classmates

  23. Collaboration • Collaborative practices  p. 489 • Partnerships with Families and Communities • Families  parental involvement, expectations, learn about failures, rich home environment • Community  mentorships, internships

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