1. Gifted and Talented

2. Objectives • Understanding the theories, controversies and difficulties of defining gifts and talents. Is it just an IQ number? • Understanding the broad spectrum of behaviors and characteristics of gifted and talented children. What should I be aware of as a Teacher? • An overview of the social, developmental and academic challenges for the gifted and talented child. What educational tools and strategies facilitate success?

3. The Marland Federal Definition 1972 - by S.P. Marland U.S. Commissioner of educationsee text page 401 or Handout • Gifted and Talented Children are: • Identified by qualified professionals • Capable of high level of performance • Require differentiated educational programs

4. According to the Marland report • Children capable of high performance include children with demonstrated or potential ability in the following areas: • General intellectual ability • Specific academic ability • Creative or productive thinking • Leadership ability • Visual and performing arts • Psychomotor ability

5. Why the Marland Report is significant • It was the first national report on gifted education. • Concluded that: “gifted and talented children are, in fact, deprived and can suffer psychological damage and permanent impairment of their abilities to function well which is equal to or greater than the similar deprivation suffered by any other population with special needs served by the Office of Education. (pp. xi-xii Marland, 1972) • Calls for special education services for the gifted and talented student.

6. Joseph Renzulli, Educational Psychologist, University of Connecticut Three Ring Model of Giftedness • Well above average ability • Task Commitment • Creativity

7. RenzuillivsMarland • Marland definition does not take into account motivational factors . Example: Persistence in task completion and perseverance through difficulties to achieve high personal standards. • Marland definition does not take into account giftedness in a particular area and average performance in another. Example: A gifted mathematician is not necessarily gifted with leadership qualities

8. Gardner’s Theory of multiple Intelligence • Intellegence is “The capacity to solve problems or to fashion products that are valued in one or more cultural settings”. • Intelligence and giftedness are not general traits that can be measured by IQ tests alone. • Identifies eight types of intelligences that may operate in combination but are capable of functioning alone.

10. Gifted and talented – Who were their teachers ?

11. Levels of Giftedness as Measured by Intellectual Ability • IQ 130-145 Gifted • IQ 145-160 Highly gifted • IQ 160 + Profoundly gifted

12. Demographics related to IQ and Artistic, Creative, Social and Psychomotor Skills • When considering IQ alone, the incidence of identified gifted and talented is from 2 to 5% • When considering IQ alone, the gifted and talented are represented overwhelmingly in upper class SES and white population. • When considering artistic, creative, social and psychomotor skills the incidence ranges from 19% to 36% with a more culturally diverse population represented.

13. General and Specific behaviors as learners • Academic or creative performance that exceeds that of their piers • Can be concerned about later socialization • High level of task commitment • Advanced Language skills • Advanced Sense of humor • Advanced vocabulary and sophisticated use of language

14. Other Behaviors and Indications • Impatience • Questioning of authority • Persistent “what if” questioning that can be interpreted as disruptive. • Rebellious • Dislike for tasks that require drill or repetition • Disorganized • Underachievement resulting from boredom • Depression • Frustration • Isolation from peers for being “nerdy”

15. Learning Disabilities and Gifted and Talented • Once diagnosed with a learning disability the gifted student often is not considered for gifted services. • Frequently misdiagnosed because of related behaviors common to other learning disabilities.

16. Common Misdiagnosis Disability Behavior ADHD Impulsivity ODD Defiant Disruptive Question Authority Hostile Bi Polar Depression Intense idealism OCD Urgency in rules Perfectionism Complex organizing parameters

17. Disability and Gifted and Talented “Twice Exceptional” • IQ is estimated around 160 • Suffers from Amyotrophic Lateral Sclerosis also known as Lou Gehrig’s disease.

18. Developmental characteristics • Elementary School – generally in tune with the rest of their piers until more specific sorts of interests and talents develop. May experience frustration with lag of development of fine motor skills in relation to cognitive development. • Middle school – The beginnings of “asynchronous development” an incongruity between intellectual capability and emotional age. • Adolescence – exacerbated by the physical changes occurring may suffer depression, distrust in their abilities, increased rebellious behavior.

19. Theories of Causality of Gifts and Talents Genetic and Environmental The Gagne’ /Feldhausen Model Giftedness is: • Predisposed set of inborn abilities allowing a range of development – Genetic • Abilities interact with guidance, appropriate early instruction and chance - Environment

20. Critical Causal role of Socio economic Status The Cultural Void – • Economically disadvantaged and culturally diverse students are severely under represented in the gifted and talented population. • Most gifted programs rely on local funding • Flawed identification Practices – test scores may exclude students with different cultural experiences.

21. Jacob K Javits Gifted and Talented Students Act of 1988 (PL 100-297) • Through a series of federal grants called for special emphasis in identifying economically disadvantaged students, limited English proficient students, and students with disabilities who are gifted and talented.

22. Enrichment vs Acceleration • Grade Skipping – most common in elementary school • Advanced Placement Course – more common in high school • Ability Groups – introduced in middle school

23. Things to keep in Mind in your lesson Plan • Problem based learning • Allow for abstract thinking • Reasoning activities • Creative problem solving • Content mastery • Breadth and depth of topic – • Independent study • Talent development

24. Educational Strategies • Advanced content • Differentiated Instruction • Assessment of pace of learning • Documentation for subsequent levels of education • Documentation of achievement to verify competence • Self regulation policy

25. What do the Gifted Students say about their education? • http://www.youtube.com/watch?v=MDJst-y_ptI

26. The Educational System today • How do teachers and administrators view gifted and talented children? • Why are there such deficits in the cultural diversity of the gifted and talented population? • What is the result of a gifted and talented child not realizing their potential? • How can we as teachers be better advocates for these children?

27. Where are your Gifts? • http://literacyworks.org/mi/assessment/findyourstrengths.html