Students who are Gifted and Talented Nov.24, 2009

http://www.flickr.com/photos/goldberg/229551714/

Development of the Field 1921 – Terman began a longitudinal study of gifted students (1528 students, IQ>140, 20 years old), 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 Giftedness Children 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.

Alternative Conceptualizations of Giftedness Renzulli’s Three-Ring Model of Giftedness Above-average ability Task commitment or motivation Creativity Tomlinson contributed to the theory (opportunity, environment)

Gardner’s Multiple Intelligences 9 types of intelligence Verbal/linguistic Visual/spatial Logical/mathematical Bodily/kinesthetic Musical Intrapersonal Interpersonal Naturalistic Existential

Prevalence, Race, and Gender No single measure of prevalence Minority groups are significantly under-represented in gifted programs Girls are also under-represented

Cognitive Characteristics Not all gifted students display all the characteristics Developmental, may not be seen at early stages, later, some will demonstrate these characteristics earlier. Particular clusters of these characteristics May be evident in an areas of interests 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

High Achiever and Gifted/Talented http://www. bertiekingore

High Achiever and Gifted/Talented http://www. bertiekingore

Social and Emotional Characteristics Altruism and idealism Sense of justice Sense of humor Perfectionism Emotional intensity 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

Measuring spatial ability Authentic Assessment Dynamic assessment – ongoing identification of student learning needs and ability Measuring spatial ability

How are Children with Gifts and Talents Educated?

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 (disbelief about themselves) Dissonance (very high standards) Competing expectations (may pulled in many directions) Impatience Premature identity (premature career choices)

Recommended Educational Practices Curriculum compacting Acceleration in high school Enrichment Differentiation (depth and complexity) 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