The Identification The Identification of Gifted Students of Gifted Students Q. Cindy, Andy, and Mia, were all over at Keith's house when a package was delivered. Each child guessed what was in the box, but only one of them was right. Using their guesses as clues, can you work out what was in the box? Cindy said, "It's a laptop computer." Andy said, "I'll bet it's a pizza." Mia said, "I think a picture or a laptop computer is in the box." "It's a picture, for sure," said Keith.
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The Identification of Gifted Students Q. Cindy, Andy, and Mia, were all over at Keith's house when a package was delivered. Each child guessed what was.
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The IdentificationThe Identification of Gifted Students of Gifted Students
Q. Cindy, Andy, and Mia, were all over at Keith's house when a package was delivered. Each child guessed what was in the box, but only one of them was right. Using their guesses as clues, can you work out what was in the box?
Cindy said, "It's a laptop computer." Andy said, "I'll bet it's a pizza." Mia said, "I think a picture or a laptop computer is in the box." "It's a picture, for sure," said Keith.
A. How long did it take you to work out that a pizza was in the box!
Right away, you can tell that Mia can't be right, because if she is, then Keith would also be right (they both said picture), and no more than one child can be right. And since Mia is wrong, then Cindy is wrong, too, because they both said laptop computer. That means that Andy is correct — it's a pizza.
Affective characteristicsAffective characteristics• Humour;• Sensitivity;• Idealism;• Empathy;• Inner locus of control;• Friends older/adult;• Passion;• Energy;• Perfectionism.
Mixed BlessingMixed Blessing
• Focus is generally on positive characteristics;
• Giftedness may have negative characteristics – particularly if the gifted child is not catered for appropriately.
Bright Student• knows the answer • is interested • is attentive• has good ideas• works hard• answers the questions • top of the group• listens with interest• learns with ease• 6-8 repetitions for mastery• understands ideas• enjoys peers• grasps the meaning• completes assignments• is receptive• copies accurately• enjoys school• absorbs information• Technician• good memorizer• is pleased with own learning • is alert • enjoys straight-forward tasks
Gifted Student• asks the questions• is highly curious• is mentally and physically involved• has wild, silly ideas• plays around, yet tests well• discusses in detail/elaborates• beyond the group• shows strong feelings and opinions• already knows• 1-2 repetitions for mastery• constructs abstractions• prefers adults• draws inferences• initiates projects• is intense• creates a new design• enjoys learning• manipulates information• Inventor• good guesser• is highly self-critical• is keenly observant• thrives on complexity
Useful Web SitesUseful Web Siteswww.nc.uk.net/gt/general/index.htm
Examples of enrichment Examples of enrichment opportunities…opportunities…
• Eg in Physical Education, Enrichment to broaden experience..• Abseiling• Canoeing• Golf• Orienteering• Sailing• Ski-ing
• English enrichment to broaden experience– Public speaking– Debating– Drama (improvisation)– Creative writing
• Poetry• Prose• Journalism
– Media criticism– News analysis
• Music enrichment to improve performance• Instrumental tuition• Choir practice• Orchestra
What does good teaching of gifted What does good teaching of gifted and talented pupils involve?and talented pupils involve?
Features of effective teaching• subject knowledge;• planning;• unusual projects and approaches; • developing independence;• the use of demanding resources; • the use of ICT; • high-level teaching skills; • confidence.
From Providing for gifted and talented pupils: an evaluation of Excellence in Cities and other grant-funded programmes (Ofsted, December 2001)
From the DfES/QCA website, the inclusive teaching methods that are appropriate for able pupils include:
– More challenging questions; – Written questions;– Grouping with other able pupils;– In mixed-ability groups, gifted pupils might be set in-depth
research or higher-level analysis, which feeds back into the group effort;
• Give more of the same;• Expect them to work by themselves the whole time; • When using ICT with gifted and talented students, make sure it’s
focused, relevant and fits in with objectives;• Don’t use gifted and talented students as mentors for the less able
all of the time. Make sure they have access to their own mentors where possible;
• Differentiation is NOT.. Just giving one student more work to do than another i.e. the nature of work needs to be different, not just the quantity;
• Extension activity for more able pupils will not be challenging if it is:• more practice at the same work, eg ‘Go on to the next page’;• additional work that is not reviewed or rewarded eg ‘Do some more’;• unfocused, open-ended activity eg ‘See what you can find out ...’
What methods can we use to What methods can we use to provide for the more able?provide for the more able?• Gardner’s Multiple Intelligences and Bloom’s
Cognitive Taxonomy;• Questioning Skills;• Differentiation;• Increasing the level of challenge;• Accrediting prior learning;• Strategies such as compacting and most difficult