Teaching Students who are Gifted, Creative, and Talented

1. Teaching Students who are Gifted, Creative, and Talented An Exceptionality Presentation by: Adam Jefferies, Scott Webb, Patrick Ronzio, Ashley Hern

2. True or False? Students and people with special intellectual gifts are physically weak, socially inept, and narrow of interests. FALSE: There are wide variations, and most gifted individuals are healthy, well-adjusted, socially attractive and morally responsible.

3. True or False? Children with special gifts are often bored with school and hostile towards those who are responsible for their education (aka, TEACHERS). FALSE: Most children with special gifts like school and adjust well to their peers and teachers (though this is not the case for everyone).

4. True or False? Acceleration, moving through the curriculum at a more rapid pace, can be harmful because it pushes children socially and leaves gaps in their knowledge. FALSE: This approach is the intervention technique best supported by research

5. True or False? A student with special gifts can show their giftedness in many different areas, not just cognitively/academically. TRUE: Students can show giftedness through leadership abilities, athletic skills, visual or performing arts, or intuitive skills.

6. Introduction “Teaching students with gifts and talents provides challenges to general education teachers that are equal to, if not greater than, those associated with meeting the needs of students with other special needs.” - McGrail, 1998

7. Overview Definitions Characteristics Teaching Strategies Social and Emotional Considerations Putting it into Practice

8. Definitions What is giftedness? Professional Literature Prevalence and Origins

9. What is Giftedness? There is no universal definition Some professionals will define gifted by an intelligence test Some will define "giftedness" based on scholastic achievement Potential to achieve beyond what is expected of their same-age peers

10. Definitions Across Canada Yukon (Traditional) Emphasis on standardized test scores significantly above the mean Superior performance in one or more academic subjects

11. Definitions Across Canada British Columbia (Current) Possess demonstrated or potential abilities Evidence of exceptionally high capability with respect to intellect, creativity, or skills associated with specific disciplines Often demonstrate outstanding abilities in more than one area May have accompanying disabilities

12. Definitions Across Canada Ontario "An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth the breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated." Ontario Ministry of Education

13. Professional Literature Three popular conceptualizations of giftedness: Renzulli’s three-ring conception of giftedness Sternberg’s triarchic theory of intelligence Gardner’s Theory of Multiple Intelligences

14. Renzulli’s three-ring conception of giftedness High Ability – including high intelligence High creativity – formulate and apply new ideas to problem solving High task commitment – high levels of motivation

15. Sternberg’s triarchic theory of intelligence Analytic giftedness – ability to dissect a problem and understand its parts Synthetic giftedness – insight, intuitive creativity, or skill at coping with relatively novel situations Practical giftedness – ability to apply aspects of analytical and synthetic strengths to everyday situations

16. Sternberg’s triarchic theory of intelligence All individuals demonstrate some blend of three abilities Gifted individuals show high ability in one or more area

17. Prevalence and Origins of Giftedness Prevalence Ontario cites 2 - 2.5% of students are gifted Uncertain based on fluidity of definition Methods of identification Underrepresented subgroups in gifted programs: culturally different, female, or students identified with an exceptionality

18. Prevalence and Origins of Giftedness Origins Interaction between biology and environment Nutrition Homes with interactive environments Homes with high expectations

19. Characteristics of Gifted Students 4 Domains / specific qualities Strengths and needs Teacher assessment / identification of gifted students (questions to ask)

20. Characteristics of Gifted Students Gifted students demonstrate a range of specific aptitudes, abilities, and skills These characteristics can be grouped into four specific domains

21. Cognitive Function Advanced comprehension High level of language development Ability to generate original ideas and solutions Unusual capacity for processing information Unusual intensity; persistent goal-directed behaviour

22. Affective Function Keen sense of humour – may be gentle or hostile Idealism and a sense of justice, which appear at an early age Leadership ability Advanced levels or moral judgment Solutions to social and environmental problems

23. Physical Function Heightened sensory awareness Discrepancy between physical and intellectual development Low tolerance for the lag between their standards and their actual skills

24. Intuitive Function Early involvement/concern for intuitive knowing/metaphysical ideas Open to experiences with psychic and metaphysical phenomena Ability to predict; interest in future

25. Some Questions to ask if you think you have a Gifted Student

26. Does the child: Ask a lot of questions? Criticize others for “dumb” ideas? Seem bored and often have nothing to do? Stick to teh subject long after the class has gone on to other things? Love debating issues? This child may be showing giftedness cognitively.

27. Does the child: Show unusual ability in some areas (ie reading or math)? Enjoy meeting or talking with experts in a field? Get math answers correct, but find it difficult to tell you how? Invent new obscure systems and codes? This child may be showing giftedness academically.

28. Does the child: Organize and lead group activities? Sometimes take over? Enjoy taking risks? Seem cocky, self-assured? Synthesize ideas and information from a lot of different sources? Enjoy decision-making? Stay with that decision? This child may be showing giftedness through leadership abilities.

29. Does the child: Seem to pick up skills in the arts without instruction? Invent new techniques? Experiment? See minute detail in products or performances? Have high sensory sensitivity? This child may be showing giftedness through visual or performing arts ability.

30. So, you think you have a gifted student; now what? • Initial referral/nomination for gifted services and a more comprehensive evaluation • Assembly of information/past work to help determine student’s ability (portfolio assessment). • Ongoing assessment • Practical (progress in academia, realization of potential) • Personal (feeling accepted, developing confidence)

31. Teaching Strategies Strategies General Education Placement Options

32. Teaching Strategies Differentiated Programming Customize learning opportunities provided in order to meet the individual needs and abilities of the student Typically an alternative curriculum should be planned that is specialized for the student

33. Teaching Strategies Approaches can include: Content - greater depth of study and/or broader scope Process - increased pace, varied delivery Products - could include things such as artistic creations, alternative media works, unconventional literary forms

34. Challenges for General Education Teachers Many general education teachers lack: Understanding of gifted specialty Skills for working with gifted students Resources Working with gifted student may make some general education teachers feel uncomfortable General education setting has a wide range of abilities and needs - the needs of gifted students are often not met

35. Activities in General Education Classes with Gifted Students Ensure activities: Accommodate several ability levels Accommodate several interest areas Encourage the development of diverse products Align with the curriculum Integrate thinking processes with concept development

36. Continuum of Placement Options (Clark, 2002) A variety of options are available, which provide differing value based on the student’s needs Since no one option will completely meet a student’s needs, a range of alternatives should be provided

37. Continuum of Placement Options (Clark, 2002) • For students primarily within a general education setting, three practices are typically used: • Acceleration • Enrichment • Special Grouping • The role and responsibilities of the general education teacher will vary based on the individual circumstance

38. Acceleration Course material and educational experiences can be presented to gifted students sooner than general education students Can be viewed as when “the learner completes a course of study in less time than ordinarily expected”. (Coleman and Cross, 2001) Students are given advance and engaging materials that are more appropriate to their skill level

39. Acceleration Techniques Suitable for a General Education Setting • Continuous progress • Self-paced instruction • Subject matter acceleration • Combined classes • Curriculum Compacting • Telescoping curriculum • Suitable for Outside • a General Education Setting • Early entrance to Kindergarten or Grade 1 • Grade skipping • Mentorship programs • Extracurricular programs • Concurrent enrolment • Advanced placement • Credit by examination • Correspondence • Early entrance to junior high school, high school or university

40. Enrichment • Extending the depth of study beyond what is expected in the typical curriculum: • Additional and more diverse topics • Focus on skill development • Use of alternative materials • Exposure to new experiences • This strategy of providing enriching activities can be used for gifted students and others who finish their work quickly.

41. Special Groups By grouping together students with increased ability levels for part of the day, students with similar interests and enthusiasm can: Have cognitive stimulation Focus on creative thinking Maintain skill level

42. Placement Options for Gifted Students Appropriate Challenges Radical Acceleration Exceptionally Gifted Learners Level 3 (< 1%) Discipline-Focused Schools Governor’s Schools Magnet Schools Home Schooling Special Schools Magnet Classes Honours Classes Core Curr. Classes Advanced Placement Special Classes Highly Gifted Learners Level 2 (1-2%) Team Teaching Cross Grade Classes Mentors Contracts Independent Study Adjunct Programs Individualized Instruction Gifted Clusters Resource Rooms Gifted Learners Level 1 (3-5%) Regular Classrooms Source: Teaching Students with Special Needs in Inclusive Settings (3rd Canadian Edistion) Smith, Polloway, Patton, Dowdy, McIntyre, Francis

43. Accommodations and Special Considerations Management Curricular and Instructional Social-Emotional

44. Accommodations and Special Considerations Management Create an open classroom environment Develop activities that are socially interactive Cooperative cluster grouping Establish both heterogeneous and homogeneous cooperative learning arrangements

45. Accommodations and Special Considerations Curricular and Instructional Include higher-order thinking skills in lessons (open-ended questions) Use integrated themes for interrelating ideas within and across domains of inquiry Design special activities for students who are gifted

46. Accommodations and Special Considerations Curricular and Instructional Provide an assortment of learning-related materials Include independent study Consider range of options for final product development Discuss possible career choices or futures

47. Accommodations and Special Considerations Social-Emotional Create classroom that encourages academic risk-taking Provide time for individual sessions with students to share interests, concerns, etc. Enlist the involvement of volunteers to assist in addressing the needs of gifted students

48. Accommodations and Special Considerations Social-Emotional Work with parents on the personal development of students Teach students who are gifted how to deal with their “uniqueness” Know when to refer students to professionals Encourage diversity of the classroom

49. Putting it into Practice As a group, address the provided scenario with the following considerations: In what area may the student be gifted? What challenges are presented? As a general classroom teacher, what strategies could be implemented to direct or engage the student/parent?

50. Scenario 1 Sara’s abilities are several levels above her age peers, but in the classroom she shows little creativity or initiative. How can you enable Sara to go beyond just doing what is asked or assigned?