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Students who are Gifted and Talented
Chapter 15
Copyright © Allyn & Bacon 2008
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Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Development of the Field 1921 – Terman began a longitudinal
study of gifted students which will continue until 2020
1959 – Soviet Union launched Sputnik 1972 – Marland Report 1988 – Jacob K. Javits Gifted and
Talented Students Education Act
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Recent Changes in the Field 1990s – Federal support for gifted
education emphasized serving educationally disadvantaged students
1990 – National Research Center on the Gifted and Talented established
21st c. – Collaborative models of service delivery in regular classrooms
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Javits Definition of GiftednessChildren 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 fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and TalentedFigure 9.4 A Theoretical Distribution of Intelligence
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Copyright © Allyn & Bacon 2006
Renzulli’s Three-ring modelof Giftedness
Above average ability- including high intelligence
Creativity - the ability to formulate new ideas and apply them to the solutions of problems
Task Commitment - a high level of motivation and the ability to see a project through to its completion
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Renzulli’s “ Three Ring” Definition of Giftedness
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Copyright © Allyn & Bacon 2006
Gardner’s Theory ofMultiple Intelligences
Logical-Mathematical Linguistic Musical Spatial Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic Existential
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Gardner’s Multiple Intelligences
existential
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Prevalence, Race, and Gender
No single measure of prevalence
Minority groups are significantly under-represented in gifted programs
Girls are also under-represented
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Representational CharacteristicsCreative
Thinker
Learns
Rapidly
Abstract
Thinker
Exceptional
Talent
Intrinsically
Motivated
Intellectual
Curiosity
Thinks Out of the Box
Early Reader
Excellent
Memory
Highly
Verbal
Synthesis & Analysis
Easily Bored
Dislikes Routines &
Rules
Mature & Relates to Adults
Leadership
Qualities
Exhibits Sustained
Attention
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Cognitive Characteristics Ability to manipulate abstract symbol
systems Power of concentration Unusually well-developed memory Early language interest and
development Curiosity Preference for independent work Multiple interests Ability to generate original ideas
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Social and Emotional Characteristics
Sense of justice Altruism and idealism
Sense of humor
Emotional intensity
Perfectionism
High level of energy
Strong attachments and commitments
Aesthetic sensitivity
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Underlying Principles of Effective Assessment
Two-stage assessment process Measures to match programs Using domain-specific checklists High ability alone is not giftedness Professional judgment of
individual profiles
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Authentic Assessment
Dynamic assessment – ongoing identification of student learning
needs and ability
Measuring spatial ability
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
How are Children with Gifts and Talents Educated?
There is debate about early intervention
Different models of education exist Grouping by ability or within classes Full-time and part-time separate classes Special schools Homeschooling Inclusive practices
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Transition Challenges Ownership of abilities
Dissonance
Competing expectations
Impatience
Premature identity
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Recommended Educational Practices
Curriculum compacting
Acceleration in high school
Enrichment
Differentiation
Interventions for diverse populations
Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented
Parent Strategies Read to children Provide educational puzzles and games Hold dinner table discussions Use adult friends as mentors Provide trips to the library and museums View films and programs together Encourage creativity