PROFILES OF THE GIFTED AND TALENTED

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PROFILES OF THE GIFTED AND TALENTED Powered By Docstoc
					The George Betts Model:
Profiles of the Gifted and Talented




       Talented and Gifted Department
Profiles of the
Gifted and Talented


      Type I - The Successful
      Type II - The Challenging
      Type III - The Underground
      Type IV - The Dropout
      Type V - The Double-Labeled
      Type VI - The Autonomous
       Learner
Type I
THE SUCCESSFUL
            As many as 90% of the
             identified TAG students
            Discovers what “sells” at
             home & school
            Convergent thinker
            Learns & tests well
            Eager for approval
            Liked by peers
            Positive self-concept
            Unaware of deficiencies
  Type I - Successful
Feelings and Attitudes         Behaviors
 Boredom
                              Perfectionist
 Dependent
                              High achiever
 Anxious

 Guilty about failure
                              Non-risk taking
 Self-critical               Accepts systems
 Diminished feelings of      Seeks teacher
  self & right to              approval & structure
  emotions

    School Support
    Accelerated & enriched curriculum; Time for
    personal interest; Compacted learning; Time
    with intellectual peers
Type II
THE CHALLENGING

            Divergently gifted
            Often go unidentified
            Question authority
            Don’t conform - haven’t
             learned to use the system
            Receive little recognition
             for accomplishments
            Struggle with self-esteem
            At risk as eventual drop out
    Type II - Challenging
      Feelings and               Behaviors
          Attitudes
                                Corrects teacher
   Frustration and
    Boredom                     Questions rules

   Impatience                  Honest, direct

   Defensiveness               Mood swings
   Heightened                  Inconsistent work
    sensitivity                 Poor self-control
   Uncertain about
                                Competitive
    social roles
        Tolerance; Give them Choice in
        Assignments; Placement with appropriate
        teacher; Cognitive & social skill
        development; Behavior contracts
    Type III
    THE UNDERGROUND
   Middle school females
    hiding giftedness
   High School boys dealing
    with athletic or social
    pressures
   Want to be included in
    non-gifted peer group
   May be radical
    transformation from
    earlier grades
   Their needs are often in
    conflict with expectations
    of teachers & parents
    Type III - Underground
      Feelings and             Behaviors
         Attitudes            Denies talent
   Unsure; Insecure          Drops out of advanced
   Pressured                  classes
   Confused                  Resists challenges
                              Wants to belong socially
   Diminished
    feelings of self          Changes friends


     Recognize ability and properly place in advanced
     classes with the opportunity to take breaks.
     Provide same sex role models.
     Continue to give college and career information.
    Type IV
    THE DROPOUT
   Angry with adults & with themselves;
    Defensive
   System has not met needs for many
    years; Burn-out or Spaced-out
   Depressed & withdrawn or acts out
   Interests are outside realm of regular
    school curriculum
   Poor self-concept
      School Support
      Diagnostic testing; Counseling; Nontraditional
      opportunities and study skills; In-depth
      studies; Alternative out of classroom learning;
      Mentorships; GED
    Type V
    THE DOUBLE-LABELED
   Physically or emotionally challenged
   Learning disabilities
   Limited English Proficiency
   Typically not identified gifted
   Programs don’t integrate their varying needs
   Discouraged, frustrated, rejected, helpless, powerless or
    isolated
   School system tends to focus on the weaknesses

       School Support
       Placement in advanced classes;
       Opportunities for advanced work in ability
       area; Provide needed resources; Provide
       alternative learning experiences
       Give individual counseling
Type VI
THE AUTONOMOUS LEARNER
       (The end goal for all students)
           Few demonstrate this at an early
            age
           Work effectively in school system
           Use the system to create new
            opportunities
           Strong, positive self-concept
           Positive attention & support for
            accomplishments
           Respected by adults & peers
           Leadership roles
           Independent, self-directed
       Type VI - Autonomous Learner
                             Behaviors
                            Appropriate social skills
                            Independent worker
      Feelings and
         Attitudes          Develops own goals
   Self-confident          Follows through with
                             plans
   Self-accepting
                            Works without approval
   Enthusiastic
                            Follows strong areas of
   Accepted by others       passion
                            Creative
                            Stands up for
                             convictions
Type VI - Autonomous Learner

    School Support
   Curriculum and instruction offered at
    the student’s rate and level of
    learning
   Compacted curriculum

   Mentorships

   Dual enrollment or early admission
    to college
   College & career opportunities

				
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posted:3/3/2012
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