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Differentiation -
Gifted Learners
Staff meeting NIST Elementary School 9th February 2010
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Table organisation
6 people at each table
Mix of class teachers, specialistsLS, ESL, and counselors at each
table
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Task 1 is this the typical gifted student?
2 groups of 3 at your table -
What aspects of giftedness can youidentify? [8 +2]
Discuss with the other group at yourtable
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Task 1 Solution according to the cartoonist
He is a boyWears glasses
Looks geeky
He is a teachers pet
He is very organised Has neat handwriting
He plays 2 instruments
Einstein is his hero
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Learning Intention
To develop a greater awareness of theindicators of Giftedness so we can
confidently identifyprobable giftedstudents in our classes
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Rationale
Know our students ( differentiation)
Accreditation recommendations
Q-sort
Accurate picture to meet needs
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Context
Our students as
learners
thinkers
communicators
leaders
Note: Not only profoundly gifted
Not sports, drama, art, music
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Beyond the stereotype
from
book learning , high IQ and As
to
full range of human learning,behaviour and performance
To ponder:
What characteristics did a gifted
8 year old display as a 3 year old?
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Management has agreed that it is important toidentify the gifted students in your school.
You are part of a team asked to considerstudents, based on profiles given to you by their
teachers
For each student what indicators make youthink they could be gifted, what causes you to
think they are not, what might you wantfurtherdata about?
Record on a chart, so you can revisit it at the end ofour session
Task 2 3 Case studies
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What do the experts say?
Joseph Renzulli (1936-) American Ed. Psych.
Director of National Research Centre onthe Gifted and Talented
Research focus:
identification and development ofcreativity and giftedness in young
people
organisational models and curricularstrategies for total school improvement
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Joseph Renzulli (cont) - three ring model of giftedness
Giftedness is a behaviour rather than an attribute
Above averagegeneral and orspecific ability
High levels ofcreativity
High levels oftask
commitment(motivation)
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What do the experts say?
Francois Gagne(1932-) French Canadian .
Research psychologist - Montreal
Research focus:
the factors that enable giftedness to
manifest itself
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Francois Gagne (cont)Differentiated Model of Giftedness and Talent
GIFTABILITY or APTITUDE
DOMAINS
Intellectual
Creative
Socioaffective
Sensorimotor
CATALYSTS
Personalitycharacteristics
Environment
OpportunityChance
TALENTMature ,highly skilledexpression ofability
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Bright child (high achiever) or gifted learner?
Janice Szabos 1989
High achievers and gifted studentslearn differently
Dr Bertie Kingore - three waycomparison
High achiever
Giftedlearner
Creativethinker
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So how are they different?
What do they look like?
How will we recognise them?
What are the connections and
relationships???
HA
GLCTh
HA
GLCTh
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Task 3 - a three way comparison
High achiever Gifted learner Creative thinker
Sort the items into each category
3 stages As soon as you have finished one set of items goand get the next set different runner each time.
Glue if you have time
THEN
Discuss students or people you know who you think are highachievers, gifted learners, creative thinkers, or any combinationof these
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Definitions
National Association for GiftedChildren (NAGC)
A gifted person is someone whoshows, or has the potential forshowing, an exceptional level of
performance in one or more areasof expression.
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Giftedness
Giftedness in a student is commonly
characterised by an advanced pace
of learning, quality of thinking orcapability for remarkably high
standards of performance comparedto students of the same age.
(Queensland Government Department of Educationand the Arts, 2004)
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Definitions
Columbus Group: "Giftedness is asynchronousdevelopment in which advanced cognitive abilitiesand heightened intensity combine to create innerexperiences and awareness that are qualitativelydifferent from the norm. This asynchrony increaseswith higher intellectual capacity. The uniqueness ofthe gifted renders them particularly vulnerable andrequires modifications in parenting, teaching andcounseling in order for them to develop optimally."
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Definitions
A gifted child is one who performs, or whohas the ability to perform, at a level
significantly beyond his or herchronologically aged peers, and whoseunique abilities and characteristics require
special provisions and social andemotional support from the family,community and educational context.
Giftedness in Early Childhood, Cathie Harrison, 2003, p. 8.
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Your choice: divide into 2 groups
#1 Flip Side [CR] - two sides of a coin 2 sets of cards. One colour has the characteristic on top in italics with 2 or 3
positive behaviours.
Second colour has other behaviours often perceived as negative you are alsovery likely to see these behaviours among your gifted students..
Your job : match them. When you are happy glue so you have a double sided card.
Be able to add/apply this new learning when you revisit your case study students
#2 Profiles [AS] - students revisited
Skim/scan information from Betts and Neihart,
Your job: Revisit each of your case study students and decide if there is a profilethey mostly fit.
Be able to justify to the rest of your team using the 6 profiles information. [Youwill have 1 minute for explanation per student]
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Teach each other (reciprocity)
#2 Profiles [AS] - students revisited
justify the best fit to the rest of your team
using the 6 profiles information. [You will have1 minute for explanation per student]
#1 Flip Side [CR] - two sides of a coin add/apply this new learning when you revisit your case study
students
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Exit reflect on your learning
Complete I used to ..butnow..
Then
Ask yourself how you rate your learningbased on our stated Learning Intention
Respond by placing your completedexit card in one of the three baskets itthe middle of the room
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Exit reflect on your learning
I used to ..
but now..
Think
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Final thoughts
Giftedness is
found in all areas of human endeavour.
presentin all cultures, ethnicities,socio-economic groups
shown in childs behaviour as well as inthe products/performance
most easily seen in an invitationallearning environment which allows giftsand talents to emerge
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Differentiation Gifted LearnersTeam meetings week beginning 8th March 2010
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Learning Intention
To develop a greater awareness of theindicators of Giftedness so we can
confidently identifyprobable giftedstudents in our classes
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Final thoughts
Giftedness is
found in all areas of human endeavour.
presentin all cultures, ethnicities,socio-economic groups
shown in childs behaviour as well as inthe products/performance
most easily seen in an invitationallearning environment which allows giftsand talents to emerge
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High Achiever Gifted Learner Creative Thinker -review
Consider the summary sheet
discuss the differences
have you met these students?
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Relationship between HA, GL and CT(our focus Gifted Learners)
Are all High Achievers Gifted Learners?
Are all High Achievers students Creative Thinkers?
Are all Gifted Learners High Achievers? Are all Gifted Learners Creative Thinkers?
Are all Creative Thinkers High Achievers?
Are all Creative Thinkers Gifted Learners?
Are some?
Show this as a model Venn diagram?
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Definitions
National Association for GiftedChildren (NAGC)
A gifted person is someone whoshows, orhas the potentialforshowing, an exceptional levelof
performance in one or more areasof expression.
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Questions from feedback
Why do some gifted students act
negatively?
What are some of the barriers that get
in the way of successful
identification?
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Profiles Gifted Learners
As many as 90% of identified gifted students in schoolprograms fit the Successful profile (Betts andNeihart, 1988)
What does this suggest?
In what circumstances would this still be true?
Who are the students who are not identified?
I wonder what percentage of gifted students doNOT fit the successful profile ??
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Your students
What suggests to you that your student could begifted?
What makes you think maybe not
Does your student fit any of the profiles
Do you recognise any of the characteristics that welooked at in the flip side activity?
What could you look out for in the next 2 weeks tohelp you get a clearer understanding of theirability?
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Identification Tools
Gifted and Talented Checklist for
Teachers (M Sayler)
Teacher Observation Scales (NZCER)
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Gifted Learners needs
What are we currently doing to meet theneeds of our gifted students?
What else would we like to be able to do?What could we do using current
resources?
What different resources do we need tobe able to meet the needsappropriately?