Students Who Are Gifted

1. Students Who Are Gifted I'm not a genius. I'm just passionately curious. -Einstein

2. Ministry Definition • The Ontario Ministry of Education defines “giftedness” as: • "...an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated."

3. Indicators of Gifted Students • How can a bright child be recognized? Each child is different. It is difficult to generalize, but many bright children have some of the characteristics listed below: • perceptive, inquiring minds • unusual insight and intellectual curiosity • superior judgment and reasoning ability • abstract and critical thinking

4. More Indicators of Gifted Students • prefers adults • initiates projects • enjoys learning • is highly self-critical • is mentally and physically involved • shows strong feelings and opinions • ability to see connections between ideas • long concentration spans in areas of interest • advanced reading ability and extensive vocabulary • keen powers of observation • strong sense of ethics and values • a rapid mastery of basic skills • special ability in one areas, such as music, art, computers, or mathematics

5. How Students are Nominated for the Gifted Program • IQ Tests:130-135 F.S. Score on W.I.S.C. (Wechsler Scales) • Tests of Creativity: Their validity is questionable. • AcademicAchievement Tests • Teacher Nomination •Parent Nomination •Peer Nomination •Self Nomination

6. Organizing the ProgramRenzulli’s Enrichment Triad •Modified but in wide use in Ontario and across Canada. • 3 levels of activity: 1. General Exploratory Activities– designed to expose pupils to exciting topics, ideas, and fields of knowledge not ordinarily covered by the regular curriculum. These are extras like visiting speakers, field trips, demonstrations, and interest development centers.

7. Enrichment Triad 2. Group Training Activities– methods, materials and instructional techniques designed to develop thinking processes, research and reference skills, and personal and social skills. 3. Individual or small group investigations: Students investigate real problems and topics using appropriate methods of inquiry. (P.144) An important modification of the Enrichment Triad is the Revolving Door Identification Model. (P.144)

8. The Purdue Three Stage Enrichment Model • Half day or full day withdrawal program used mostly in elementary schools. • Popular model because it offers enrichment and opportunity within the existing resources of a school. P.145

9. The Purdue Three Stage Enrichment Model - Three Basic Components • Divergent and Convergent Thinking: Program concentrates on problem solving, decision making, forward planning, etc. • Creative Problem Solving: Strategies and techniques in creative problem solving of real life problems • Development of Independent Learning: Student is required to engage in the development of a product through learning and investigation, and then share it with an audience.

10. Other Approaches to Program Delivery • Enrichment in the Classroom: Uses a differentiated program of study offering experiences beyond the regular curriculum. Classroom teacher with or without help from resource teacher. • Consultant Teacher Program: Enriched instruction is provided within the regular classroom by the classroom teacher with assistance of consultant/specialist and sometimes taught by consultant/specialist.

11. Other Styles • Community Mentor Program: students interact on an individual basis with selected individuals of the community to study topics of special interest. • Independent Study Program: project supervised by a qualified adult. • Learning Enrichment Service; generally this is a networking system that combines many of the above ideas in an organized way.

12. Characteristics of the Teacher • broad general knowledge base • good facilitator • good questioning skills • confidence • some say truly effective teachers of the gifted are: composite of genies, encyclopedic information, intuitive splendor, and sainthood • realistically truly effective teachers are effective no matter what their responsibilities • gifted students naturally respond better to teachers with broad interests, extensive knowledge and abundant creativity

13. Strategies in the Classroom • Establish an environment that clearly values intelligent thought, analysis and creativity. • Encourage studentsto discover and develop their own special abilities. Teacher is facilitator more than an instructor. • Provide opportunities for students to interact with adults, other students, and a variety of experts so that not just learn about things ,but about people and are challenged in the process. • Create an atmosphere where risk taking, speculation, and conjecture are undertaken safely.

14. Useful Websites and Resources • Association for Bright Children • http://www.abcontario.ca/ • Provincial website that provides information and support to parents of bright and gifted students • Government of BC Resource Guide • http://www.bced.gov.bc.ca/speicaled/gifted/ • Resource guide for special education teachers that provides how to identify and program for gifted students • Kids Source • http://www.kidsource.com/kidsource/pages/ed.gifted.html • A website that provides articles of ideas, guidance and activities for both parents and educators of gifted students

15. Websites continued… • Teaching Gifted Children • http://www.canteach.ca/links/linkgifted.html • A helpful website for teachers that provides resources and instructional planning for gifted students and students with learning disabilities, as well as useful links • MENSA • http://www.mensa.org/ • The website of the Society for Bright People, the purpose of this society is to identify human intelligence, to encourage research and uses of intelligence and to promote simulating intellectual and social opportunities for its members