1. Students who are Gifted and Talented Chapter 15 Copyright © Allyn & Bacon 2008 This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Development of the Field 1921 – Terman began a longitudinal study of gifted students which will continue until 2020 1959 – Soviet Union launched Sputnik 1972 – Marland Report 1988 – Jacob K. Javits Gifted and Talented Students Education Act

3. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented

4. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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 21 st c. – Collaborative models of service delivery in regular classrooms

5. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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.

6. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Figure 9.4 A Theoretical Distribution of Intelligence

7. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Copyright © Allyn & Bacon 2006 Renzulli’s Three-ring model of Giftedness Above average ability- including high intelligence Creativity - the ability to formulate new ideas and apply them to the solutions of problems Task Commitment - a high level of motivation and the ability to see a project through to its completion

8. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Renzulli’s “ Three Ring” Definition of Giftedness

9. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Copyright © Allyn & Bacon 2006 Gardner’s Theory of Multiple Intelligences Logical-Mathematical Linguistic Musical Spatial Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic Existential

10. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Gardner’s Multiple Intelligences existential

11. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Prevalence, Race, and Gender No single measure of prevalence Minority groups are significantly under- represented in gifted programs Girls are also under- represented

12. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Representational Characteristics Creative Thinker Learns Rapidly Abstract Thinker Exceptional Talent Intrinsically Motivated Intellectual Curiosity Thinks Out of the Box Early Reader Excellent Memory Highly Verbal Synthesis & Analysis Easily Bored Dislikes Routines & Rules Mature & Relates to Adults Leadership Qualities Exhibits Sustained Attention

13. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Cognitive Characteristics 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

14. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Social and Emotional Characteristics Sense of justice Altruism and idealism Sense of humor Emotional intensity Perfectionism High level of energy Strong attachments and commitments Aesthetic sensitivity

15. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Authentic Assessment Dynamic assessment – ongoing identification of student learning needs and ability Measuring spatial ability

17. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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

18. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Transition Challenges Ownership of abilities Dissonance Competing expectations Impatience Premature identity

19. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Recommended Educational Practices Curriculum compacting Acceleration in high school Enrichment Differentiation Interventions for diverse populations

20. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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

21. Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Trends and Issues Talent development Identification and programming for under- represented groups Effective differentiation Alternative program models