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Implicit theories of giftedness

Implicit theories of giftedness. Jana Marie Havigerová & Eda Haviger Faculty of Education University of Hradec Kralove. Implicit theories of giftedness. L et‘s try to start with a little experiment …. … prepare your pen and paper . Implicit theories of giftedness.

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Implicit theories of giftedness

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  1. Implicittheories ofgiftedness Jana Marie Havigerová & Eda Haviger FacultyofEducation University of Hradec Kralove

  2. Implicittheoriesofgiftedness Let‘s try to start with a littleexperiment… …prepareyourpen and paper.

  3. Implicittheoriesofgiftedness • Takea comfortableposition, • try not to think about anything… • When you are completely calm, • try to imagine • a g i f t e d c h i l d • and describeyourimagination • (use yourownwords, • describeallthedetails)

  4. Implicittheoriesofgiftedness • Thiswas • a demonstration how lessons on giftedness startatour university • first instruction ofthe researchoftheimplicittheoriesofgiftedness Reseachissupportedby Czech Science Foundation GAČR, projectGAP407/11/0426 Readyto ask? Informationbehaviourofpre-literategiftedchildren

  5. Implicittheoriesofgiftedness STUDY I: Researchresults Thesameassociation experiment was done withdaily and distance studentsofkindergartenteaching. N = 58 Age = 22 – 53 years Lengthofprofessionalexperience = 1 – 33 years Gender = female

  6. Implicittheoriesofgiftedness What genderisthechild in your mind?

  7. Implicittheoriesofgiftedness Didyouseea specific or any child?

  8. Implicittheoriesofgiftedness Did you see a specific child or someone like this? • Historicalfigureistypicallyoneofthese two:

  9. Implicittheoriesofgiftedness In what situationwasyour child?

  10. Implicittheoriesofgiftedness Whatcharacteristicsare in descriptionof yourchild?

  11. Implicittheoriesofgiftedness Whatisthemaincharacteristicofthatchild?

  12. Implicittheoriesofgiftedness Typology • Studentsofkindergartenteachingassociate on ofthefivetypes: • Smartie • Chatterboxie • Bob theBuilder • Dreamer • Childwithspecial talent • Littleartist • Little sportsman

  13. Implicittheoriesofgiftedness TypeSmartie • bright child • looksat the first impression as "intelligent” • searchingfor information • interestedin thingsaround • quicklyfindscontexts • quickly understandsthe essence of things

  14. Implicittheoriesofgiftedness TypeChatterboxie • very goodspeaker • knows a lot ofwords • is communicative • talkative • inquisitive(Pepping Tom) • alwaysasks a number of questions

  15. Implicittheoriesofgiftedness TypeBob theBuilder • smartkid • handy, manualskilled • concentrated (especiallyin manual activities) • original (invents new opportunities to work with objects)

  16. Implicittheoriesofgiftedness TypeDreamer a verycreativechild with original ideas, visions and thoughts sensitive, empathic intuitivechild living in a dream

  17. Implicittheoriesofgiftedness TypeLittleartistor sportsman withspecial talent for SPORTS or ARTS

  18. Implicittheoriesofgiftedness 6. Howwell do you know how to work with such a child?

  19. Implicittheoriesofgiftedness The guiding idea ofimaginationis based on experiencewith a particulargiftedchild (ifitis) or on verywellknownhistorical or film characters (Mozart, Einstein, Rainman) More frequentlyisgiftedchildimaginated as a boythan as a girl Most frequentlyisgiftedchildimaginatedatschool, lessathome Gifted children are often described using mental functions(especiallythinking) The main characteristics of gifted children is typicallyattributed to inquiring (interested in things and askingquestionsaboutthem) Teachers are not surehow to workwithgiftedchildren Summarising: kindergartenteachersimplicittheoriesofgiftedness

  20. Implicittheoriesofgiftedness • Whatisgood: • Teachershave usefulideas about gifted children • Most ofassociations and ideascorresponds to the current knowledge of the giftedness Conclusion: kindergartenteachersimplicittheoriesofgiftedness • Whatiswrong: • Implicitconcepts of gifted children are incomplete • Teachers don´t knowhowto identify a giftedchild • Teachers don´t knowwhat to do withthem

  21. Implicittheoriesofgiftedness • In my work I do • uncover implicit theories of giftednessof kindergartenteachers, • show currentknowledge of the giftedness, • teach how to work with talented children, • especiallyhow to askgoodquestions, • and how to teachaskinggoodquestion, • and subtlyaffectstudent‘simplicit theories of giftednessinto explicit objectiverealisticone Conclusion: whatam I doingfor?

  22. Implicittheoriesofgiftedness Study II. CharacteristicofGiftednessScaleforkindergartenteachers

  23. Implicittheoriesofgiftedness • Isthisscalegoodtoolforkindergartenteachers to giftednomination? Purpose Method • Correlation study • CharacteristicofGiftednessScale * WISC • N=55 preschoolchildren

  24. Implicittheoriesofgiftedness Results Conclusion • CharacteristicofGiftednessScaleisusefultoolforkindergartenteachers

  25. Implicittheoriesofgiftedness Do youhaveanyquestionsformenow?

  26. Implicittheoriesofgiftedness Do youhavequestions? Do youwantcooperate? Pleasecontactme: jana.havigerova@uhk.cz Thankyou and have a nice day in Prague

  27. Implicittheoriesofgiftedness Appendix I.Whatisitgoodfor?

  28. Implicittheoriesofgiftedness • Word implicit is derived from the latinimplico(to braid). • Implicittheories are subjective, tacit, lay, unexpressed, unspokentheoriesinsighthuman mind. Weusuallydon‘tknowaboutthem, but theysubtlyaffectus! • Implicittheories are subtly influencing: • attention • memory • emotions • interpretation of facts • and behavior. Conclusion: kindergartenteachersimplicittheoriesofgiftedness

  29. Implicittheoriesofgiftedness • Implicit theories of giftednesscan affect a number of educational processes and activities of teachers • searchingand nominating gifted children, • educational leadership identified gifted children, • working with a problematic talented child or a child with dual exceptionality. Conclusion: kindergartenteachersimplicittheoriesofgiftedness

  30. Implicittheoriesofgiftedness • Implicit theories of giftednesscan also affect the willingness of teachers to • work on themselves, • get new information about giftednessand giftedchildren, • learn new methods and procedures, • be a good teacher for these children. Conclusion: kindergartenteachersimplicittheoriesofgiftedness

  31. Implicittheoriesofgiftedness For the practical needs, rather than sophisticated theoretical definition of giftedness or gifted child, it is important to have a good description of the child or group of children I workwith, informationaboutspecial needs of that children, and to knowhow towork withthem.

  32. Implicittheoriesofgiftedness APPENDIX II. Somethingpracticalbeforethe end…

  33. Implicittheoriesofgiftedness Activatechildren to ask questions • Play question games with children • 20 question task (What do I think about?) • Neverending story (6 times why?) • Interviewer Cornell notes (interrogative pronouns) • Bloom‘s daisy • Brainstorming game (What else?) • What would be if? • Encourage children to ask questions • Praise children when they ask

  34. Implicittheoriesofgiftedness Be a good model foryourchildren • Teachersasking top ten • Ask questions of different levels - see Bloom's daisy • Ask open questions, rather than closed • Ask open-ended questions • Ask questions thatsupport divergent thinking • Never besettledwith just one answer! • Ask questions generally the whole class • Allow the interviewee time to answer • Ask clear questions • Askonly one questionatone moment • Do not answer your own questions

  35. Implicittheoriesofgiftedness So do I 

  36. Academictheoriesofgiftedness APPENDIX III.Whatisgiftedness?Whoisgiftedone? …somedefinitionsfor study…

  37. Academictheoriesofgiftedness LewisMadisonTERMAN(1877-1956) Whatisgiftedness? Whoisgifted? 1925 giftedchild = child earning score greater than 120/130 on intelligence tests 1959 but - parental socioeconomic status and academic performance predictedfuture success better than IQ test scores

  38. Academictheoriesofgiftedness Robert James HAVIGHURST(1900-1991) Whatisgiftedness? Whoisgifted? 1925 giftedchild = givesconsistently remarkable acheivementsin any domain of human performance or endeavor - his ability can make him an outstanding contributor to the welfare of, and quality of living in society Robert FrankDeHAAN(1925- )

  39. Academictheoriesofgiftedness Ellis Paul TORRANCE(1915-2003) Whatisgiftedness? Whoisgifted? • 1974 giftedchild • = one who could identify problems or gaps in extending knowledge domains, generate new ideas or hypotheses, assess the ideas, and modify hypotheses andcommunicate results effectively

  40. Academictheoriesofgiftedness Joseph S. RENZULLI (1936 - ) Whatisgiftedness? Whoisgifted? 1978 giftedchildgiftedbehaviour = childproducedgiftedbehavior thatreflects an interaction among three basic clusters of human traits: above-average abilities, high levels of task commitment (motivation), and high levels of creativity. = and isapplying them to any potentially valuable area of human performance

  41. Academictheoriesofgiftedness Robert Jeffrey STERNBERG (1949 - ) Whatisgiftedness? Whoisgifted? 1986 giftedness= is a kind of mental self-managementof one's life in a constructive, purposeful way. It has three basic elements: adapting to environments, selecting new environments, and shaping environments. Intellectualgiftednessincludesthree main processes: separating relevant from irrelevant information, combining isolated pieces of information into a unified whole, relating newly acquired information to information acquired in the past

  42. Academictheoriesofgiftedness Nationaldefinitionof US (1993) Whatisgiftedness? Whoisgifted? 1986 giftedchild = children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creativity, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They requireservices or activities not ordinarily provided by the schools.

  43. Academictheoriesofgiftedness Conclusion(2011) Whatisgiftedness? Whoisgifted? For the practical needs, rather than sophisticated theoretical definition of giftedness or gifted child, it is important to have a good description of the child or group of children and ofthespecial needs of that children, which we work with.

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