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So I am Gifted …. What does that really mean? 2011-2012 Gifted Ed Presentation.

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Presentation on theme: "So I am Gifted …. What does that really mean? 2011-2012 Gifted Ed Presentation."— Presentation transcript:

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2 So I am Gifted …. What does that really mean? Gifted Ed Presentation

3 Welcome to Jessieville’s Gifted and Talented Program What is “gifted”? What is “gifted”? Gifted Characteristics Gifted Characteristics Challenges of the Gifted Challenges of the Gifted District Goals District Goals Resources Resources GT Coordinator/Facilitator Stephanie Malcom

4 What is “gifted”? THERE IS NO FEDERAL DEFINITION THERE IS NO FEDERAL DEFINITION Varies by state Varies by state RENZULLI's 3 Ring Model GIFTED

5 Basically…. GT kids, when compared with others of the same age, experience or environment, demonstrate high potential or performance in the areas of art, English, mathematics, science and/or social studies.

6 A Bright Child vs. A Gifted Child  Is interested & attentive  Completes assignments  Answers the questions  Top of group  Listens with interest  Learns with ease  6-8 repetitions for mastery  Understands ideas  Good memorizer  Enjoys sequential presentation  Is alert & receptive  Is pleased with own learning  Enjoys peers & school  Asks the questions  Is highly curious  Is mentally and physically involved  Has wild, silly ideas; plays around, yet tests well  Discusses in detail, elaborates  Shows strong feeling and opinions  Already knows  Prefers adults to peers  Thrives on complexity  Is keenly observant  Is highly self-critical Note the Difference Source: Janice Szabos,

7 Your teachers are often required to show a great deal of patience with you when you impulsively correct their mistake in front of the class… before considering the consequences. You know you’re gifted if…

8 One aspect which sets apart gifted students from their fellow classmates is their ability to make connections which others often fail to see. Widely read Widely read Has large vocabulary Has large vocabulary Displays leadership qualities Displays leadership qualities Intensity for learning Intensity for learning Prefers independent work Prefers independent work Asks many probing questions Asks many probing questions Absorbs info quickly Absorbs info quickly Shares knowledge, “answers too often” Shares knowledge, “answers too often” Generates large number of ideas or solutions to problems Generates large number of ideas or solutions to problems Applies knowledge to unfamiliar situations Applies knowledge to unfamiliar situations Provides many details Provides many details Offers unusual or unique responses Offers unusual or unique responses Has knowledge about things peers are unaware of Has knowledge about things peers are unaware of

9 Different Learners Learn Differently

10 Many Gifted Students are Visual–Spatial Learners Visual-spatial learners think in pictures rather than in words. Visual-spatial learners think in pictures rather than in words. They learn best visually. They learn all-at-once, and when the light bulb goes on, learning is permanent. They learn best visually. They learn all-at-once, and when the light bulb goes on, learning is permanent. They do not learn from repetition and drill. They are whole-part learners who need to see the big picture first before they learn the details. They do not learn from repetition and drill. They are whole-part learners who need to see the big picture first before they learn the details. They are non-sequential, which means that they do not learn in the step-by-step manner in which most teachers teach. They arrive at correct solutions without taking steps, so “show your work” may be impossible for them. They are non-sequential, which means that they do not learn in the step-by-step manner in which most teachers teach. They arrive at correct solutions without taking steps, so “show your work” may be impossible for them.

11 Visual–Spatial Learners May have difficulty with easy tasks, but show amazing ability with difficult, complex tasks. May have difficulty with easy tasks, but show amazing ability with difficult, complex tasks. Tend to be organizationally impaired and unconscious about time. Tend to be organizationally impaired and unconscious about time. They also are very creative, dramatic, artistic and musical. They also are very creative, dramatic, artistic and musical. They spend an endless amount of time doing advanced puzzles, completing mazes, counting everything, building with any materials at hand, designing scientific experiments, or taking everything apart to see how it operates. Albert Einstein

12 Multiple Intelligences Linguistic – Highly developed verbal skills Linguistic – Highly developed verbal skills Logical/Mathematical – Steps, patterns Logical/Mathematical – Steps, patterns Spatial – Artistic, visualizes Spatial – Artistic, visualizes Naturalist – Sensitive to natural phenomena Naturalist – Sensitive to natural phenomena Bodily kinesthetic – Excellent body/motor control, drama Bodily kinesthetic – Excellent body/motor control, drama Musical – rhythms, beats Musical – rhythms, beats Interpersonal – High ability to understand other individuals Interpersonal – High ability to understand other individuals Intrapersonal – High ability to understand one’s self Intrapersonal – High ability to understand one’s self GARDNER'S Theory of MULTIPLE Intelligences

13 Labeling Issues Creates unreasonable expectations from my teachers, parents, and others Creates unreasonable expectations from my teachers, parents, and others Feel like the spotlight is always on “me” Feel like the spotlight is always on “me” Feelings of anger, stress, sadness, frustration, and resentment for being singled out Feelings of anger, stress, sadness, frustration, and resentment for being singled out Other students focus on me because I’m different Other students focus on me because I’m different

14 Many gifted students have no desire to be the target of so much extra attention that often accompanies label and special education.

15 Gifted students often become quite skillful in the ability to hide their talents in order to fit in or lower other’s expectations.

16 Gifted Education District Goals 9.00 Curriculum 1.Gifted Education is meant to be in place of not in addition to. 2.Students should not be penalized for being identified as gifted by being given extra work. 3.Content should include study of topics not part of the regular curriculum. 4.Gifted Education teaches process skills; critical and creative thinking, independent learning and research skills, problem- solving, and logic.

17 One way to reach gifted students is to give them the opportunity to learn subject matter with real life applications.

18 In some cases, gifted students may feel as if they are compelled to do more work in order to achieve the same results.

19 Points to Ponder Einstein was four years old before he Einstein was four years old before he could speak and seven before he could read. Isaac Newton did poorly in grade school. Isaac Newton did poorly in grade school. When Thomas Edison was a boy, his teachers told him he was too stupid to learn anything. When Thomas Edison was a boy, his teachers told him he was too stupid to learn anything. A newspaper editor fired Walt Disney because he had ‘no good ideas.’ A newspaper editor fired Walt Disney because he had ‘no good ideas.’ Winston Churchill flunked the 6 th grade. Winston Churchill flunked the 6 th grade. Abraham Lincoln entered the Black Hawk War as a captain and came out as a private. Abraham Lincoln entered the Black Hawk War as a captain and came out as a private. Louis Pasteur was rated as mediocre in chemistry when he attended the Royal College. Louis Pasteur was rated as mediocre in chemistry when he attended the Royal College.

20 Gifted Web Sites Gifted Web Sites National Research Center on the Gifted and Talented National Research Center on the Gifted and Talented Gifted Development Center, Dr. Linda Silverman Gifted Development Center, Dr. Linda Silverman Information for parents, students, teachers, and administrators Information for parents, students, teachers, and administrators National Association for Gifted Children National Association for Gifted Children CEC/ERIC Clearing House Information for parents and teachers CEC/ERIC Clearing House Information for parents and teachers Books for teachers, parents, and students Books for teachers, parents, and students


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