Nature and Needs July 2016-Final Presentation-handoutcosenzaassociates.com/wp-content/uploads/...Nature-and-Needs-2016.pdf Advanced Academics 1 Exploring the Nature and Needs of Gifted/Talented

www.cosenzaassociates.comAdvanced Academics

1

Exploring the Nature and Needs of Gifted/Talented Students

Judy O’[email protected]

Introductions

Make a Name Tent

1-Fold paper into thirds2-Write name on front

3-On four corners write:• School• Grade Level(s)/Course• Years you taught• Personal Passion

Introduction

• Classroom Teacher of the Gifted

• G/T Campus Facilitator for the Gifted Gifted

• Campus Administrator• ESC G/T Specialist


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Why are you here?

Administrator/Counselor 6 hour G/T requirement

Starting your 30 hours of G/T foundational training.

Birds

Who are the Gifted?Santiago Gonzalez

Lauren Hodge

Akiane Kramarik Jacob Barrett

Kelvin Doe


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Profoundly Gifted

PeopleApril 14, 2014

What do all these gifted children have in common?

• See things differently

• Learn differently

• Focused on an interest

• Self-motivated learners

• Supported by adult mentors

• Passionate about learning

Agenda for the Day

• History of Gifted Education

• The Texas Law

• Recent Trends in Gifted Education

• Characteristics of the Gifted

• Social Emotional Needs of the Gifted

• Service Options for the Gifted


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History of Gifted Education

1916

2013

Traveling Through Time

Marland Report

A Nation at

Risk

Jacob K JavitsGrant

Definitions of Gifted

• Marland Report, US Department of Education (1972)

• Jacob K. Javits Bill (1988)

• The Columbus Group (1991)

• Texas Education Code, Chapter 29 Subchapter D, (1995)


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Four Corners

Marland Report Definition Jacob K Javits Bill Definition

The Columbus Group Definition Texas Definition

Asynchronous Development

P

C

S

E

A Nation Deceived

www.nationdeceived.org


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Acceleration

Acceleration is the most successful intervention for gifted children.

• Grade-based Acceleration

• Subject-based Acceleration

A Nation Empowered-2015

http://www.accelerationinstitute.org/

• No significant harm was caused to gifted children that were accelerated.

• Lots of positive evidence that acceleration works.

Nicholas Colangelo

• Justifications for Gifted Education Over the Decades

– 1950s-1960s National Security Model

– 1970s Natural Resource Model

– 1980s-1990s Special Education Model

– 1990s-2000s Equity Model

– 2010s Talent Development


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Texas G/T Timeline

• 1990 Texas State Plan for the Education of Gifted/Talented Students– Mandate to identify & serve GT students

• 1996 new Texas State Plan– Establish accountability (DEC)-”Acceptable”– Provide guidelines for program improvement-

”Recognized & Exemplary”• 2000 revised Texas State Plan

– Innovative products & performances– TPSP

Most Recent Texas Events

• 2009 Texas State Plan revised– In compliance, recommended, exemplary

– Clarified language

– Added Texas Performance Standards Project Example

– Changed budget allocations to be aligned with other programs

• 2013 HB5 Provision 46– Districts/Charters must evaluate G/T programming

– Must be rated Unacceptable, Acceptable, Recognized or Exemplary and made public for 2014-15 school year.

Law

State Definition

State Goal

Assessment

Service Design

Professional Development

Curriculum & Instruction

Family Community Involvement


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Compare

In Compliance Recognized Exemplary

1.

2.

3.

Gifted Programs in US

Gifted Characteristics


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Characteristics of Gifted

Kingore, B. (2008)

High Achievers

GiftedLearners

Creative Thinkers

• Separates Gifts and Talents

• Intrapersonal characteristic Environment influences

• Learning and practice develops gifts into talents

Francois Gagné

Joseph Renzulli

• Head of National Research Center for the Gifted & Talented (NRC/GT)

• Three Ring Conception of Giftedness

• SchoolwideEnrichment Model


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Renzuli’s Three Ring Definiton

Howard Gardner

• Eight Intelligence Model

• 9th Intelligence been proposed

• “It’s not how smart you are but how you are smart”

Characteristics of Various Areas of Giftedness

• Leadership

• Psychomotor

• Specific Academic Ability

• Visual and Performing Arts

• General Intellectual Ability

• Creative Thinking


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NAGC VideoTop Ten Myths in Education

Concomitant Behaviors

Social and Emotional At Risk Behaviors

• Underachievement

• Depression

• Twice Exceptional


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Twice Exceptional

www.gtequity.org

Service Designs/Program Options

• Special Schools/School-within-a-School

• Heterogeneous Grouping

• Pull-out Programs

• Push in Programs

• Self-contained Classes

– Special classes

Karen Rogers

• Meta-Analysis on Grouping

• Effective Grouping and Program Options


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Grouping Practices-Effect size

• Early Entrance to School .36

• Subject Acceleration .49 • Curriculum Compression

(Compacting) .45 • Grade Skipping .78 • Enrichment (pullout) -

curriculum extension .65 • Enriched Classes Ability

Grouped .33 • Cross-grade Grouping

(reading, math) .45 • Cooperative Learning .30 • Grade Telescoping .56

• Regrouping for Specific Instruction (reading, math) .34

• Credit by Examination .75 • Cluster Grouping (specific

differentiation) .62 • Separate Classes for Gifted

.33

• Advanced Placement .29 • Mentorship .42• Concurrent Enrollment .36

Discussion on Guidelines

Guidelines• GUIDELINE ONE: Students who are

academically or intellectually gifted and talented should spend the majority of their school day with others of similar abilities and interests.

• GUIDELINE TWO: The Cluster Grouping of a small number of students, either intellectually gifted or gifted in a similar academic domain, within an otherwise heterogeneously grouped classroom can be considered when schools cannot support a full-time gifted program (either demographically, economically, or philosophically).

• GUIDELINE THREE: In the absence of full-time gifted program enrollment, gifted and talented students might be offered specific group instruction across grade levels, according to their individual knowledge acquisition in school subjects, either in conjunction with cluster grouping or in its stead.).

• GUIDELINE FOUR: Students who are gifted and talented should be given experiences involving a variety of appropriate acceleration-based options, which may be offered to gifted students as a group or on an individual basis..

• GUIDELINE FIVE: Students who are gifted and talented should be given experiences which involve various forms of enrichment that extend the regular school curriculum, leading to the more complete development of concepts, principles, and generalizations.

• GUIDELINE SIX: Mixed-ability Cooperative Learning should be used sparingly for students who are gifted and talented, perhaps only for social skills development programs.


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Anhinga

Understanding Giftedness

When a teacher understands and appreciates a child’s unique gifts and talents

you will see amazing results.

www.cosenzaassociates.com

To retrieve a copy of the pdf handout of power point slides, go to Professional Development/ Advanced Academics.

Code for this training handout is:

Documents

Nature and Needs July 2016-Final Presentation-handoutcosenzaassociates.com/wp-content/uploads/...Nature-and-Needs-2016.pdf Advanced Academics 1 Exploring the Nature and Needs of Gifted/Talented