Students who are Gifted and Talented Chapter 15 Copyright © Allyn & Bacon 2008 This multimedia product and its contents are protected under copyright law.

Students who are Gifted and Talented

Chapter 15

Copyright © Allyn & Bacon 2008

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

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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



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


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


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


Gardner’s Multiple Intelligences

existential


Prevalence, Race, and Gender

No single measure of prevalence

Minority groups are significantly under-represented in gifted programs

Girls are also under-represented


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


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


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


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


Authentic Assessment

Dynamic assessment – ongoing identification of student learning

needs and ability

Measuring spatial ability


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


Transition Challenges Ownership of abilities

Dissonance

Competing expectations

Impatience

Premature identity


Recommended Educational Practices

Curriculum compacting

Acceleration in high school

Enrichment

Differentiation

Interventions for diverse populations


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


Trends and Issues

Talent development

Identification and programming for under-represented groups

Effective differentiation

Alternative program models

Students who are Gifted and Talented Chapter 15 Copyright © Allyn & Bacon 2008 This multimedia product and its contents are protected under copyright law.

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