1. Students who are Gifted and Talented
Nov.24, 2009

4. 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

6. 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

7. 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.

8. 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)

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

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

11. 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

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

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

14. 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

15. 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

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

17. How are Children with Gifts and Talents Educated?

18. 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

19. 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)

20. Recommended Educational Practices
Curriculum compacting
Acceleration in high school
Enrichment
Differentiation (depth and complexity)
Interventions for diverse populations

21. 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

22. Trends and Issues Talent development
Identification and programming for under-represented groups
Effective differentiation
Alternative program models