Gifted Students

An Informational PowerPoint

Definition

"Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment."

- US Department of Education

Characteristics

• Perfectionist and idealistic

• Heightened sensitivity to their own expectations and those of others.

• Asynchronous

• "mappers" or "leapers"

• Ahead of chronological age mates

• Think abstractly

Characteristics

Gifted students usually have unusual talent in one or occasionally two areas

• Creative Thinking

• Leadership

• General Intellectual Ability

• Psychomotor

• Specific Academic Ability

• Visual/ Performing Arts

The Seven Intelligences

• Linguistic

• Logical/mathematical

• Spatial

• Bodily/kinesthetic

• Musical

• Interpersonal

• Intrapersonal

Prevalence

• Determining the number of children who are gifted is a challenge

• Prevalence estimates have fluctuated depending on the views of politicians, policy makers, researchers and professionals

Prevalence

• IQ Scores: 2-3% of the general populationo 1 in 1,000 labeled as highly giftedo 1 in 10,000 exceptionally gifted

• Approx. 3-5% of student aged population is labeled gifted

• 3 million children are gifted and talented (National Association for Gifted Children, 2007

State Differences

• There is no federal mandate or requirements to serve gifted and talented students

• Wide variation for policies and services between states, districts, and even schools in the same district

• The federal government dedicates 2 cents of every $100 K-12 federal education dollars to this student population

www.nagc.org

Iowa Statistics

Total student population (K-12): 473,493

Number of identified gifted students: 43,967

www.nagc.org

http://www.davidsongifted.org

Causes

Nature and Nurture

• Nature suggests that almost 50 percent of the gifted gene can be genetically present in a child from parents who also possess the gene.

• Nurture deals primarily within the shared family environment in which a child is raised. o Example: a child who is adopted by gifted

parents

The Star Model

Psychosocial Factors Accounting for Gifted Achievements

"Increasingly we will move from labeling giftedness to developing it, putting in place the conditions that potentially give rise to talents and giftedness."

Assessment Process

May include:• developmental inventories,

• classroom observations,

• parent and peer nominations,

• achievement tests,

• creativity test,

• motivation assessments,

• teacher nominations,

• and evaluations of student projects

Identification Process

Group screenings: Stanford-Binet V ABIG, WJ III COG BIA, and K-BIT, Standardized State Tests

Teacher nominations:Classroom teachers with an understanding of various kinds of giftedness can provide a

nomination for the screening and selection process of a student.

Intelligence and Achievement Tests:Stanford-Binet IV, Weschler III, Stanford Binet V

Talented and Creativity:• Divergent-thinkers assessment

o "What would happen if your eyes could be adjusted to see things as small as germs?"

• Portfolios of student work

• Consensual Assessment-asking experts in the field

Recommendations for Identifying Giftedness

• Adopt a clearly defined but broadened conception of giftedness.

• Avoid using a single cut-off score.

• Use multiple alternative criteria-not multiple required hurdles--from several different sources.

• Use separate instruments or procedures for different areas of giftedness; be sure that tests (including ratings and nominations) are reliable and valid.

• Include authentic assessment (e.g., portfolios, examples of work) and performance-based procedures (e.g., evaluation tasks that elicit problem solving and creativity).

• Be aware that giftedness may appear in different forms in different cultural or socioeconomic groups.

• Repeat assessments over time to identify additional gifted students.

• Use identification data to enhance your understanding of students.

Accommodations

• Allow gifted students to take an assessment before starting a new unit to see what information is already familiar to them.

• Refrain from having them complete more work in the same manner. Employ differentiated curriculum to keep interest high.

• Allow students to make choices in their learning

• Provide alternatives for students who complete their work early.

• Create an environment where ideas are accepted without being evaluated and criticized; where risk-taking is encouraged.

• Encourage students to get involved in school clubs and extracurricular activities that support and extend their learning and experiences.

• Provide learning centers where students are in charge of their learning.

• Help them learn to set their own learning goals, then provide them with the opportunity to work towards those goals.

Modifications

"The challenge for educators is to allow gifted and talented students to work at higher instructional levels, at a faster pace, and with a variety of materials."

• brainstorm ways that the curriculum is connected to the real world (e.g., roles, problems, representative topics, products, and resources)

• propose interest-based extension activities

• employ a variety of approaches

• Identify students’ interests, strengths, styles, and preferences

• connect students to related talent development opportunities outside the classroom

• find acceptance for unique ideas and responses

Personal Testimonies: "On Being Gifted"

"On Being Gifted"

• What stood out to you after watching this video?

• Within your groups, come up with three accommodations you could incorporate into your curriculum for these students.

Take away message

Be flexible Be student-centered Take advantage of REAL LIFE experiences Explore what students are into No unrealistic expectationsBe an advocate Address counseling needs Seek, encourage,and nurture joy!

Interventions

• Instructional Approacho Determine giftedness and capabilities for

serving and supporting the studento School system selects organizational

structures through which the student will receive differentiated education

o School selects the instructional approaches to be utilized within each program setting

o School Personnel must select continuous evaluation procedures and techniques that help them assess the overall effectiveness of the program

Interventions

Acceleration - Process whereby students are allowed to achieve at a rate that is consistent with their capacity, achievement, and interestso Moves students through education program

fastero Younger ageo Match between student and level, complexity,

and pace

Exampleso Early entrance to kindergarten or college,

subject matter acceleration, and grade-skipping

Other Interventions Used

• Enrichmento educational experiences for gifted students

that enhance their thinking skills and extend their knowledge in various areas

• Special Programs and Schoolso Half day spent on academics and other half

spent in studio artso Independent Institutions

• Career Education and Guidanceo Used to help students make educational,

occupational, and personal decisions

Other Interventions Used

• Mentoringo Opportunities with professionals in the

selected field of study

• Career Choices and Challengeso Helps students to get to know themselves to

make better decisions with courses of study and professional careers

o Family counseling is an option

ReferencesBaer, J. & McKool, S. S. (2009) Assessing creativity using the consensual assessment technique users.rider.edu

Berger, S. (2001) Myths and Truths about Gifted Students. College planning for

gifted students (2nd Ed) www.edgateteam.net

Colangelo, N. & Davis, G. A. (2003) Handbook of gifted education (3rd ed.)

Boston: Pearson Education, Inc.

Hardman, M. L., Drew, C. J., & Egan, M. W. (2008). Human exceptionality:

School, community, and family (10th ed.) Boston: Houghton Mifflin

Company. ISBN-10: 0-495-81058-4

Heward, W. (2009). Exceptional Children: An Introduction to Special

Education (10th ed.) Upper Saddle River: Pearson Education, Inc.

Modifications and Accommodations for Gifted and Talented Students. (n.d).

Curriculum Central. Retrieved October 2, 2012, from

curriculum.mydallisdonline.org/file/php/1/Curriculum/

National Association for Gifted Children (2012) Retrieved from www.nagc.org.