Gifted 101 presentation2011

GIFTED 101GIFTED 101An introduction to education for gifted and talented An introduction to education for gifted and talented studentsstudents

Presented by: Presented by:

Beth BrubakerBeth Brubaker

EDUFEST 2011EDUFEST 2011

bethbr@jrcda.com

Like Captured FirefliesLike Captured FirefliesIn her classroom our speculations ranged the world

She aroused us to book waving discussions.

Every morning we came to her carrying new truths, new facts, new ideas

Cupped and sheltered in our hands like captured fireflies.

When she went away a sadness came over us,

But the light did not go out.

She left her signature upon us

The literature of the teacher who writes on children’s minds.

I’ve had many teachers who taught us soon forgotten things,

But only a few like her who created in me a new thing, a new attitude, a new hunger.

I suppose that to a large extent I am the unsigned manuscript of that teacher.

What deathless power lies in the hands of such a person.

~John Steinbeck

California Teachers Association Journal

October, 1957

The public is sympathetic to the plight of the gifted.

Special provisions for the gifted are undemocratic.

Gifted children can get a good education on their own.

Everyone is gifted in some way.

The intellectually gifted differ as much from the average as do the mentally challenged.

A high IQ score is a good predictor of

real-world accomplishment.

The gifted are puny, introverted,

emotionally unstable persons.

Teachers are better at identifying

giftedness than a child’s peers or

parents.

Labeling a child “gifted” may lead to special treatment and special problems.

“The key issue is not whether a child is gifted or not gifted. Those labels are useful to us only in the sense that they (a) create an awareness that there exists a population of students whose exceptional abilities differentiate them from the rest of the student population and (b) suggest some characteristics which we should attend to in planning educational programs for those children.”

Carolyn Callahan

Gifted individuals from racial and ethnic minorities and of low socioeconomic status are less likely to be identified.

Accelerating eager gifted learners

sometimes causes them social or

emotional harm.

Gifted students should be encouraged to direct their own learning.

http://www.youtube.com/watch?v=MDJst-y_ptI&feature=related

Definitions of Giftedness

Marland Report: U.S. Office of Education:

Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society (p.IX)

Definitions of Giftedness

State of Idaho:

…those children possessing demonstrated or potential abilities that give evidence of high performing abilities in intellectual, academic, leadership, creativity, and visual or performing arts.

Definitions of Giftedness

Susan Richert:

“There are no gifted children, only children with potential for giftedness. Being gifted means making (as an adult) an original contribution to one’s field.”

Definitions of Giftedness

Jewel Hoopes:

“Being gifted means giving back a gift.”

Above Average Ability

CreativityTask

Commitment

GiftedBehavior

High

Achieving

Giftedness

Creative/ProductiveGiftedness

Renzulli's Conception of Giftedness

Schoolhouse Abilities

Creative Productivity AboveAverageAbility

TaskCommit-

mentCreativity

• ___________________________• ___________________________• ___________________________

Above Average Ability

Creativity

Task Commitment

Renzulli & Reis, 1997

• ____________________• ____________________• ____________________

Analytic Thinking

Ability to Generalize

Ability to Learn Inductively

"I skimped a little on the foundation, but no one will ever know it."

SENSITIVITY TO HUMAN CONCERNS

OPTIMISM ･ hope

･ positive feelings from

hard work

ROMANCE WITH A TOPIC OR DISCIPLINE

VISION/SENSE OF DESTINY

PHYSICAL/MENTAL ENERGY

COURAGE

WISDOM

SATISFYING LIFESTYLE

THE PURSUIT OF HAPPINESS

Intelligences Outside the Normal Curve

Joseph S. RenzulliThe University of Connecticut

･ psychological/intellectual

independence

･ moral conviction

･ absorption

･ passion

･ sense of power to change things

･ sense of direction

･ pursuit of goals

･ charisma

･ curiosity

･ insight

･ empathy

diversity

balance

harmony

proportion

Calvin! QuitBanging Around!

Calvin! QuitBanging Around!

You’d think this would be the type of thing we’d learn about in science class, but no, we learn about cirrus

clouds.

Traits, Aptitudes, and Behaviors

HumorConveys and picks up on humor.

Problem-Solving AbilityEffective, often inventive, strategies for recognizing and solving problems.

Communication SkillsHighly expressive and effective use of words, numbers, and symbols.

MotivationEvidence of desire to learn.

InterestsIntense (sometimes unusual) interests.

InquiryQuestions, experiments, explores.

MemoryLarge storehouse of information on school ornon-school topics.

InsightQuickly grasps new concepts and makes connections; senses deeper meanings.

Imagination/CreativityProduces many ideas; highly original.

ReasoningLogical approaches to figuring out solutions.

Adapted from: Frasier & Passow, 1994

Characteristics of Above Average Ability

Above Average Ability (General) high levels of abstract thoughtadaptation to novel situations rapid and accurate retrieval of

information

Above Average Ability (specific) applications of general abilities to

specific area of knowledgecapacity to sort out relevant from

irrelevant informationcapacity to acquire and use

advanced knowledge and strategies while pursuing a problem

Characteristics of Above Average Ability

Characteristics of Characteristics of CreativityCreativityfluency, flexibility, and

originality of thought

open to new experiences and ideas

curiouswilling to take riskssensitive to aesthetic

characteristics

Positive Characteristics of Creativity

aware of their own creativeness

original independent willing to take risks energetic curious keen sense of humor

attracted to complexity and novelty

artistic open-minded need for privacy,

alone time perceptive

Negative Characteristics of Creativity questioning rules and

authority stubbornness low interest in details forgetfulness carelessness and

disorganization with unimportant matters

absentmindedness indifference to

common conventions

tendency to be emotional

Advanced vocabulary use Exceptional analytic abilities High levels of creativity Advanced problem solving skills Good memory Task commitment Spatial abilities Ability to think of divergent ideas and solutions Specific aptitude (artistic, musical, or mechanical) Wide variety of interests

Characteristics of Gifted Students with Learning Disabilities

Characteristic Strengths

Characteristics of Gifted Students with Learning Disabilities Characteristics Which Hamper Identification as Gifted

Frustration with inability to master certain academic skill Learned helplessness General lack of motivation Disruptive classroom behavior Perfectionism Supersensitivity Failure to complete assignments Lack of organizational skills Demonstration of poor listening and concentration skills Deficiencies Low self-esteem Unrealistic self-expectations Absence of social skills with some peers

Characteristics of Task Commitment capacity for high levels of interest,

enthusiasm hard work and determination in a

particular area self-confidence and drive to achieve ability to identify significant problems

within an area of study setting high standards for one’s work

Social and Emotional Characteristics of Gifted Children Which May Pose Challenges

perceptiveness high involvement and preoccupation; need to understand heightened sensitivity perfectionism uneven integration of intellectual abilities emotional intensity feelings and early awareness of being different asynchronous development of physical, intellectual, social, emotional aspects anxiety caused by advanced knowledge early adolescence (some children, especially highly gifted, may skip the latency

stage of development) need for mental stimulation excitability and overexcitability (Dabrowski) need for precision tendency toward introversion

1. Albert Wright

2. Elaine Hawkins3. Kiyoshi Yamashita Kiyoshi Yamashita4. Mary hall5. Mike Grost6. Sam Edder7. William Horn

Abraham LincolnIsadora Duncan

Eleanor RooseveltMike Grost

Albert Einstein

Bill Bradley

Identification: The Great Debate

One of the most widely discussed and debated topics in education

No easy answers or simple solutions to identification questions

An indication of the far-reaching effects that decisions related to identification have on students, schools, and communities

http://www.humorsphere.com/fun/8787/colortest.swf

#1

Research revealed that

_____%

Of the fourth graders tested could attain a score of 80% or higher in Math even before they opened their books in September. Similar

findings were published in Social Studies with tenth graders and in Science with both fourth

and tenth graders.

#1

Research revealed that

_60_____%

Of the fourth graders tested could attain a score of 80% or higher in Math even before they opened their books in September. Similar

findings were published in Social Studies with tenth graders and in Science with both fourth

and tenth graders.

#2

Research showed that

_______%

Of average readers in 5th and 6th grade could pass pretests on basal

comprehension skills before the skills were covered in class. Accuracy levels were 92% for average students and 93% for

those above average.

#2

Research showed that

___78-88__%

Of average readers in 5th and 6th grade could pass pretests on basal

comprehension skills before the skills were covered in class. Accuracy levels were 92% for average students and 93% for

those above average.

#3

At the National Research Center for Gifted and Talented at the University of

Connecticut, research revealed that most elementary teachers can forego

____________ %

Of the basal regular curriculum for targeted students in the general population.

#3

At the National Research Center for Gifted and Talented at the University of

Connecticut, research revealed that most elementary teachers can forego

__40-50__________%

Of the basal regular curriculum for targeted students in the general population.

#4

At the National Research Center for Gifted and Talented at the University of Connecticut, researchers found that in both Language Arts and Math, many

bright youngsters are able to bypass as much as

_____________%

of the regular curriculum.

#4

At the National Research Center for Gifted and Talented at the University of Connecticut, researchers found that in both Language Arts and Math, many

bright youngsters are able to bypass as much as

___70__________%

of the regular curriculum.

#5Many define “gifted”

as an IQ above_________.(number)

#5Many define “gifted”

as an IQ above132.(number)

#6

______(number)

States do NOT require the identification of gifted

students. Idaho DOES require identification!.

#6

__18____(number)

States do NOT require the identification of gifted

students. Idaho DOES require identification!

#7Over ______________%Of gifted children are introverted compared with 30% of the general population.

#7Over 70 %Of gifted children are introverted compared with 30% of the general population.

#12

_______________________(number)

of gifted students in public elementary and secondary schools in

the United States in 2000.(National Center for Education Statistics)

#12

There were

____2,926,034__ (number)

gifted students in public elementary and secondary schools in the United

States in 2000.(National Center for Education Statistics)

#13

Gifted students comprise,

or make up,

________%

of the total public school enrollment in the United

States.

#13

Gifted students comprise,

or make up,

___6.3_____%

of the total public school enrollment in the United

States.

#14

Dropout rates among the gifted reach as high as

________% of the total dropout rate.

#14

Dropout rates among the gifted reach as high as

______30__% of the total dropout rate.

#16

Less than ______ cents out of every federal dollar spent for education funds programs for

gifted.

#16

Less than ____2__ cents out of every federal dollar spent for education funds programs for

gifted.CHANGE: 2011=JAVITTS GRANT REMOVED=$0.00

#17

In 2006, Congress appropriated

$______________

In the Jacob Javitts Gifted and Talented Act.

#17

In 2006, Congress appropriated

$9.6million_

In the Jacob Javitts Gifted and Talented Act.

CHANGE: 2011=JAVITTS GRANT REMOVED=$0.00

#18

When teachers trained in curriculum modification for gifted students eliminated

as much as

________%

of the regular curriculum for gifted students, NO differences in the out-of-level

achievement test results were found compared to pretest scores.

#18

When teachers trained in curriculum modification for gifted students eliminated

as much as

____50____%

of the regular curriculum for gifted students, NO differences in the out-of-level

achievement test results were found compared to pretest scores.

#19

Research conducted at the University of Connecticut National Research

Center on Gifted and Talented found that NO curriculum modifications are

being made for the gifted in

__________%

of classrooms across the country.

#19

Research conducted at the University of Connecticut National Research

Center on Gifted and Talented found that NO curriculum modifications are

being made for the gifted in

____85______%

of classrooms across the country.

#22

The Idaho Legislature formerly provided

$____________

training grant money for teachers, parents, administrators, and counselors

to learn about gifted students.

This has now been eliminated.

#22

The Idaho Legislature formerly provided

$__500,000__________

training grant money for teachers, parents, administrators, and counselors

to learn about gifted students.

This has now been eliminated

Classroom Practices Study

Teachers reported that they never had any training in meeting the needs of gifted students.

61% public school teachers54% private school teachers

Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph 93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.

Classroom Practices Observational Study

Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated:

Reading Language ArtsMathematics Social StudiesScience

Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.

GOALS OF CURRICULUM COMPACTING

•Create a challenging learning environment

•Guarantee proficiency in basic curriculum

•Buy time for enrichment and acceleration

Rationale for Curriculum Compacting1. Textbooks have been "dumbed down."2. Students already know much of their texts'

content before "learning it."3. The quality of textooks has failed to improve.4. The needs of high ability students are often

not met in classrooms.5. The pace of instruction and practice time can

be modified.6. Compacting guarantees educational

accountability.

Reis, S.M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum Compacting: The complete guide to modifying the curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

Individual Educational Programming Guide—The Compactor

Curriculum Areas to Be Considered

for Compacting

Procedures for

Compacting Basic

Materials

Acceleration and/or

Enrichment Activities

NAME IT

NAME IT

Prove it Change it

AREAS TO BE AREAS TO BE CONSIDERED FOR CONSIDERED FOR COMPACTING: COLUMN COMPACTING: COLUMN 11• STANDARDIZED TESTSSTANDARDIZED TESTS

•Pretests

•Anecdotal Records

A “ BELL CURVE SEATING CHART”

Consistently finishes tasks quickly Finishes reading assignments first Appears bored during instruction time Brings in outside reading material Creates own puzzles, games, or diversions in

class Consistently daydreams Uses vocabulary and verbal expression

advance of grade level

Individual Educational Programming Guide—The Compactor

Curriculum Areas to Be Considered

for Compacting

Procedures for

Compacting Basic

Materials

Acceleration and/or

Enrichment Activities

NAME IT

NAME IT

Prove it Change it

Guarantee Proficiency: Guarantee Proficiency: Column 2 Column 2• Pretest: insure standards are Pretest: insure standards are

metmet

•Teach what student does NOT know

•Eliminate parts of regular curriculum student already knows

•Accountability! Document!

Individual Educational Programming Guide—The Compactor

Curriculum Areas to Be Considered

for Compacting

Procedures for

Compacting Basic

Materials

Acceleration and/or

Enrichment Activities

NAME IT

NAME IT

Prove it Change it

"First grade would be all right if it weren't for the 11 sequels."

Acceleration and/or Acceleration and/or Enrichment Activities: Enrichment Activities: Column 3Column 3 NOT just more quantity!NOT just more quantity!

•Real world experiences: research, problem solving, methodological “how to”

•Authentic evaluation: find a real world audience

•Consider interest areas and learning styles

•Provide Managerial assistance

Investigating real problems…Investigating real problems…

The young person thinking,feeling, and doing like thepracticing professional...

“We don’t expect little children to do great things, but we expect them to do little things in a great way…

even if at a more junior level thanadult scientists, writers,

filmmakers, etc.”

Use more authentic methods of instruction…Use more authentic methods of instruction…

Use Data…

Use Instruments!

Designing quality Enrichment activities

and opportunities

•Pacing

•Acceleration

•Depth PASSION!

Push me! See how far I go!

Work me ‘til I drop. Then pick me up.

Open a door, and then make me run to it before it closes.

Teach me so that I might learn,

Then let me enter the tunnel of experience alone.

And when, near the end,

I turn to see you beginning another’s journey,

I shall smile.

~Kathleen, age 14

Designing quality Enrichment activities

and opportunities

Renzulli Learning matches students’ interests and learning styles to hundreds of enriched,

challenging opportunities on-line. All of the activities and options in the Renzulli Learning System are based on The Enrichment Triad

Model, which has been cited as the most widely used plan for

enrichment and talent development in the world.

What is Renzulli Learning?http://renzullilearning.com/

Designing quality Enrichment activities

and opportunities

•Pacing

•Acceleration

•Depth PASSION!

SimulationsSimulations

•Problem Solving

• Differentiation: Cubing!

•RIGOR!

Types of Differentiation in Which Target Gifted Students Were Involved

N o D ifferen tiatio n A d v an ced C o n ten t A d v an ced P ro cess A d v an ced P ro d u ct In d ep . S tu d y w /A ssig n ed In d ep . S tu d y w /S elf-selected O th er D ifferen tiatio n

0

20

40

60

80

100

Reading

Language Arts

Mathematics

Science

Social Studies

All Subject Areas

Per

cent

No

Dif

fere

ntia

tion

Adv

ance

d C

onte

nt

Adv

ance

d P

roce

ss

Adv

ance

d P

rodu

ct

Inde

p. S

tudy

w/

Ass

igne

d T

opic

Inde

p. S

tudy

w/

Sel

f-se

lect

ed T

opic

Oth

er

Dif

fere

ntia

tion

Some Differentiation Teaching Strategies

Curriculum CompactingAccelerationAdvanced ProductsEnrichment ClustersTiered AssignmentsAlternate Choice AssignmentsEnrichment and AccelerationHigher level QuestionsGrouping OptionsIndependent Study and Research StudiesCompetitions and Mentorships

Students should feel proud that they have a question,

rather than pleased that they have the answer.

~Janice Szabos1995 Pieces of Learning Active Questioning

“It is better to know some of the questions

than all of the answers.”

~James Thurber

By Nancy Johnson

1.. Quantity Questions

Name many ways to get out of this room

2. Compare / Contrast2. Compare / Contrast

Compare a rattlesnake to a missile.

3. 3. Feelings/opinions/point Feelings/opinions/point ofof view/personificationview/personification

Should our country stop importing chocolate?

4. “What if?”4. “What if?” QuestionsQuestions

What if humans had no opposable thumbs?

5. “How come?” 5. “How come?” QuestionsQuestions

How come jumbo shrimp are so small?

Questions That Can Be Used To Escalate the Level of Discussions About Concepts and IdeasQuestions That Can Be Used To Escalate the Level of Discussions About Concepts and Ideas

Consistency with Evidence

1. How is the statement supported by observations? 2. How is the statement supported by

the observations of others? 3. How is the statement supported by data? 4. How does evidence from nature support

the statement? 5. How well does your statement reflect

the data?

I used to think kids were really smart if

they could answer my questions.

Now I think they’re smart if they can ask

good questions!

The National Research Center on the Gifted and Talented

www.gifted.uconn.edu

Social and Emotional Findings

Western Academic Western Academic Talent Search (WATS)Talent Search (WATS) Center for Bright Kids Center for Bright Kids 9975 Wadsworth Pkwy9975 Wadsworth Pkwy Unit K-2 #504Unit K-2 #504 Westminster, CO 80021-6814Westminster, CO 80021-6814

Formerly known as Rocky Formerly known as Rocky Mountain Talent Search and Center Mountain Talent Search and Center for Innovative and Talented Youthfor Innovative and Talented Youth

NAGC Gifted Program Standards

Aiming for Excellence: Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standardswww.nagc.org

In 1998, NAGC developed and released the Pre-K -- Grade 12 Gifted Program Standards designed to assist school districts in examining the quality of their programming for gifted learners.Recognizing that the on-going evaluation and re-tooling of a successful gifted program is an evolutionary process, the NAGC Standards detail a framework including both minimum standards (nominal requirements for satisfactory programs) and exemplary standards (characteristics of excellence in gifted education programming).

Each time we steal a student’s struggle, we steal the opportunity to

build self-confidence. They must learn to do hard things to feel good about themselves. Self-confidence

comes from being successful at something we perceive as difficult.

*Susan Winebrenner

Students who achieve A’s based on what they have

already learned are gaining daily practice in

underachievement.

~Linda Silverman

“There is nothing more unequal than

the equal treatment of

unequal people.”

~Thomas Jefferson

Gifted programs do not cause an elitist

attitude.

In fact, the gifted program may be the first time a highly-

capable student is truly challenged, which is a

very humbling experience.

A Nation Deceived: How Schools Hold Back America’s Brightest Students

~The John Templeton Foundation 2004

The research is clear: when it comes to meeting the needs of gifted students, acceleration is effective and needs to be the cornerstone of a gifted program.

Prof. Dumbledore:It is our choices, Harry, that show what we truly are, far more than our abilities.

J. K. RowlingHarry Potter and The Chamber of Secrets

“If you want to leave footprints in the sands of time, you’d better wear work boots.”

~Thomas Edison

A Hero Lies in Wait

Sitting in every one of those desks is pure, unbridled potential

I must look for the tiniest spark of a clue, though it may seem inconsequential

And despite the behaviors that mask what’s there, what’s there is mine to reveal

I must look beyond and see inside to all they think and feel

What’s inside the quiet mind? A philosopher? A writer?

And what’s inside the rebellious one? I’ll never know if I fight her.

Which one will be the doctor who may someday cure a disease?

And which will be the adventurer who will one day sail on the breeze?

And who will be the motherly one who cares for her children’s needs?

Which will be the philanthropist helping through unselfish deeds?

Who will be the mechanic, the attorney, or the pilot?

Who will climb the rainbow in search of indigo and violet?

I have to remind myself each day, so emotions will not lead my mind astray

That inside of every student I teach a hero lies in wait

And the way I treat each one today will help to mold that fate.

~taken from Seven Simple Secrets: What the Best Teachers Know and Do