Gifted and talented students by dfhdhdhdhjr


									    Gifted and talented students
   Definition
   Common characteristics of gifted and talented
   The American federal government definition
    describes gifted and talented as
   Renzulli’s (1986) 3 criteria definition
   What is creativity?
   Divergent thinking
   Measuring creativity
   Identifying students who are gifted and talented
   Teaching gifted and talented students
 Students who are gifted and talented are those
  at the upper end of the ability continuum who
  need support beyond regular classroom
  instruction to realize their full potential.
 This definition includes students who do well on
  IQ (130 and above) and those who demonstrate
  above-average talents in such diverse areas as
  math, creative writing, and music
    Common characteristics of gifted
       and talented students
 1. Ability to learn more quickly and independently
  than their peers
 2. Advanced language, reading, and vocabulary
 3. More highly developed learning and metacognitive
 4. Higher motivation on challenging tasks and less
  on easy ones
 5. High personal standards of achievement
 The challenge for classroom teachers is to provide
  an instructional agenda rich enough to help these
  children develop
    The American federal government
definition describes gifted and talented as
 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.
 These children and youth exhibit high
  performance capability in intellectual,
  creative, and/or artistic areas, possess an
  unusual leadership capacity, or excel in
  specific academic field
 They require services or activities not
  ordinary provided by schools
      Renzulli’s (1986) 3 criteria
 Renzulli (1986) used a 3 criteria definition
  which includes:
 1. Above-average ability
 2. High levels of motivation and task
 3. High levels of creativity
              What is creativity?
   Creativity is the ability to identify or prepare original
    and varied solutions to problems
   Creativity and intelligence are related but not identical
   Intellectual ability (at least average) is a necessary, but
    not sufficient, prerequisite for creativity
   Research by Sternberg suggests that creativity uses 3
    kinds of intellignce:
   1. Synthetic: which helps a creative person to see a
    problem in a new way
   2. Analytic: which allows a person to recognize
    productive ideas and allocate resources to solve
   3. Practical: which helps a creative person use
    feedback to promote ideas
             Divergent thinking
   Divergent thinking is the ability to generate a
    variety of original answers to questions or
    problems. It is an important component of
   Divergent thinking has 3 dimensions:
   a. Fluency: the ability to produce many ideas (or
    solutions) relevant to the problem
   b. Flexibility: the ability to break from an
    established set to generate new perspectives
   c. Originality: the facility for generating new and
    different (or creative) ideas (or solutions)
         Measuring creativity
 Creativity is usually measured by giving students
  a verbal or pictorial stimulus and asking them to
  generate as many responses as they can, such
  as listing as many uses as possible for a brick
  (e.g. doorstop, bookshelf, building block) or
  suggesting ways to improve a common object
  such as a chair
 Pictorial tasks involve turning an ambiguous
  partial sketch into an interesting picture
 Responses are then evaluated for fluency,
  flexibility, originality
Identifying students who are gifted
            and talented
   Identifying students who are gifted and talented:
   Failure to identify those students early in their lives
    result in gifted underachievers with social and
    emotional problems linked to boredom and lack of
   Teachers play an important role in identifying gifted
    and talented learners
   Besides teacher nomination and standardized tests,
    more flexible methods are used to identify the gifted
    and talented.
   These methods include: Creativity measures, tests
    of spatial ability, and peer and parent nominations.
     Identifying students who are
          gifted and talented
   Researchers identified the following
    indicators in identifying these students:
   1. Desire to work alone
   2. Imagination
   3. Highly developed verbal ability
   4. Flexibility in thinking
   5. Persistence on challenging tasks
   6. Boredom with routines tasks
   7. Impulsiveness and little interest in details
      Teaching gifted and talented
   Instructional strategies:
   Programs for gifted and talented students are
    usually based on either:
   a. Acceleration: which keeps the curriculum the
    same but allows students to move through it more
    quickly, or
   b. enrichment: which provides advanced and varied
   Gifted and talented students are involved in either
    self-contained classes or pull-out programs that
    occupy a portion of the school day
   Self-contained classes usually include both
    acceleration and enrichment
   Pull-out programs usually focus primarily on
         Options in enrichment and
          acceleration programs
   Enrichment options                  Acceleration options
   Independent study and independent   Early admission to
    projects                            kindergarten and
                                        first grade

   Learning centers                    Grade skipping

   Field trips                         Subject skipping

   Summer programs                     Credit by exam

   Academic competition                College course in
                                        high school

   Mentors and mentorships             Early admission to

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