1. based on a workshop by: Dr Kate Neiderer kniederer@Cognitioneducation.com Helen Withy November, 2015

2.  The Concept  Characteristics  Identification  Programmes  Ongoing self-review

3. The concept of giftedness and talent varies from culture to culture and is shaped by each group’s beliefs, values, attitudes, and customs. It also varies over time and in response to different experiences. Ministry of Education (2012)

4. Gifted and talented learners are recognised, valued, and empowered to develop their exceptional abilities and qualities through equitable access to differentiated and culturally responsive provisions. Ministry of Education (2012)

5.  Gifted and Talented Students at Royal Oak Primary School demonstrate higher levels of ability in one or more of the following areas when compared with others of similar age, culture, experience and background:  Visual and /or performing arts  Academic and intellectual aptitude  Technological aptitude  Emotional intelligence: - intrapersonal (e.g. self-critique, self-reflect, self-regulate) - interpersonal skills (e.g. leadership, organisational skills)  Physical and sporting  Cultural traditions, values and ethics  Our school recognises that within its group of gifted and talented students there is a wide range of ability. All of these students will be catered for through differentiated learning programmes within the classroom. They may also take part in additional individually tailored programmes.

6.  Giftedness –  the ability  Developmental process  Talent –  the performance

7.  Energy and persistence  Make connections readily (“oh, yesterday, we...)  Grasp structure of a problem easily  Quick to see patterns and relationships  Strive for accurate and valid solutions to problems  Expert problem-solvers  Good recall on a range of knowledge  Logical thinkers  Mathematical perception of the world  Reason things out for self  Like intellectual challenge  Finds, as well as solves, problems  Supports ideas with evidence  Likes working independently  Easily bored with routine tasks

8.  More easily detectible in the early years.  See them making connections.  Have not had time yet to plateau due to lack of intervention/boredom etc.

9.  Standardised test  Teacher assessment  Problem-solving test – teacher nomination  Parent nomination – less helpful  Peer nomination – less helpful  Self-assessment – less helpful If mathematically gifted, the child is generally academically gifted.

10.  Provide the high level of challenge, then identify – the child could be further on than what you realize! (Should be at 70 th percentile)  Don’t identify, then provide the high level of challenge.

11.  Mathematical terms  Mathematical notation  Estimation  Checking / proving  Diagrams  Flow charts  Graphs  Problem solving  Specific areas e.g statistics, geometry

12.  What do they know already?  What will they need to know as they progress?  Use teachable moments  Learn from each other  Focus on HOW a problem was solved and the thinking involved, rather than the answer

13.  Keep instruction to a minimum  Don’t tell them the type of problem they are being given to solve  Provide choice wherever possible  Encourage sharing of solutions  Be open to different approaches

14.  Working with mathematically gifted others provides opportunities for...  Collaboration  Confrontation  Affirmation  Socialisation

16. Put at its simplest, the purpose of gifted education is to enable gifted and talented students to discover and follow their passions – to open doors for them, remove ceilings, and raise expectations by providing an educational experience that strives towards excellence. Ministry of Education (2012)

17.  Get the curriculum out and pitch the learning at the correct level...

18.  Being responsive to students’ individual strengths an needs  Ongoing assessment  Recognising uniqueness of each student (interests, expectations, motivations, abilities, resources, skills, culture, home and family, way and rate of learning etc)  Inviting guest speakers  Taking students on field trips  Working with specialist teachers  Making modifications for language skills  Providing different activities, not simply more of the same things

19.  Establish a starting point  Above-level testing until appropriately challenging level is discovered  Track progress  Does the child plateau?  Why?  Review at end of each term / year  Discuss child with G&T team – what else could be done?

23.  Sarah went to the shops and bought 4 magazines; Metro, the Listener, More and the New Zealand Woman’s Weekly. In how many different orders can she read her magazines? Answer:

24.  6 combinations per book x 4 books  M WW Me L  M WW L Me  M Me WW L  M Me L WW  M L Me WW  M L WW Me  = 6  So 6 x 4 = 24 ways

25. Tim’s neighbours have just moved to another town. The new neighbours will arrive next week. Tim has discovered that two of the new neighbours are children. He wonders what the chances are that at least one of the children will be a boy. What do you think? Answer:

26.  BB BG GB GG  So  ¾ or 75% chance

27.  If I add a father’s age to that of his son’s, the total is 50 years. The father is 28 years older than the son.  How old is the father and how old is the son?  Answer:

28.  Son 11  Father 39  Total 50  Check this solution out:  25 + 14 = 39  25 – 14 = 11

29.  The answer is 20 – what is the question?  You are looking for sophisticated answers, e.g 5% of 400 40 – 20 x 2 half of 40

30.  The aim is to shift the tower of disks from one platform to another. You are only permitted to shift one disk at a time from the top of one pile to the top of another pile. You are never allowed to put a larger disk on top of a smaller disk.

31.  https://www.youtube.com/watch?v=z6lBOAz jvhQ https://www.youtube.com/watch?v=z6lBOAz jvhQ

32.  Take any 2-digit number. Reverse the digits to make another 2 digit number. Add the two numbers together.  How many answers do you get which are still 2-digit numbers?  What do the answers have in common?  E.g 34 + 43 =  24 + 42 =

33.  Brian, Margaret, Kim and Jo were all looking at the shapes above.  Brian says, “Hey, the first one is the odd thing out.”.  Margaret says, “No, Brian, the second one’s the odd thing out.”  Kim says, “No, it’s the third one.”  Jo says, “Well you are all wrong. The last one is clearly the odd thing out.”  Who is right and why?

35. Gifted and Talented Students Meeting Their Needs in New Zealand Schools Ministry of Education (2012) Wellington file:///C:/Users/Mark/Downloads/Gifted%20an d%20talented%20students%20- %20meeting%20their%20needs%20in%20New%2 0Zealand%20Schools.pdf