Inclusion of the Gifted and Talented Giftedness Giftedness

Inclusion of the Gifted and Talented

Giftedness ¡Giftedness refers to a student's outstanding potential and ability in one or more domains, (e. g. intellectual, artistic or sensorimotor).

Talent ¡Talent refers to outstanding performance in one or more fields of human activity. Talent emerges from ability as a consequence of the student's learning experience (Gagné, as cited in Department of Education and Training [DET], 2007).

Characteristics Capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination: 1. general intellectual ability 2. specific academic aptitude 3. creative or productive thinking 4. leadership ability 5. visual or performing arts 6. psychomotor ability“ (Counsel for Exceptional Students, 2007).

TWO SIDES OF GIFTED BEHAVIOR List A: Positive Aspects List B: Not-So-Positive Aspects 1. Expresses ideas and feelings well 1. May be glib, making fluent statements based on little or no knowledge or understanding 2. Can move at a rapid pace 3. Works conscientiously 4. Wants to learn, explore, and seek more information 2. May dominate discussions 3. May be impatient to proceed to the next level or task 4. May be considered nosey

TWO SIDES OF GIFTED BEHAVIOR List A: Positive Aspects List B: Not-So-Positive Aspects 5. Develops broad knowledge and an extensive store of vicarious experiences 5. May choose reading at the expense of active participa tion in social, creative, or physical activities 6. Is sensitive to the feelings 6. May struggle against rules, and rights of others regulations, and standardized 7. Makes steady progress procedures 7. May lead discussions "off the 8. Makes original and track" stimulating contributions to discussions 8. May be frustrated by the apparent absence of logic in activities and daily events

TWO SIDES OF GIFTED BEHAVIOR List A: Positive Aspects List B: Not-So-Positive Aspects 9. Sees relationships easily 9. May become bored by repetitions 10. Learns material quickly 11. Is able to use reading skills to obtain new information 12. Contributes to enjoyment of life for self and others 13. Completes assigned tasks 14. Requires little drill for learning 10. May use humor to manipulate 11. May resist a schedule based on time rather than task 12. May lose interest quickly Heward, as cited in 2006) Doorl

Assessment Tests

¡Wechsler Intelligence Scale for Children-Fourth Edition (WISC -IV) ►Measures IQ ¡Stanford-Binet Intelligence Scales – Fifth Edition ► Measures IQ ¡Naglieri Nonverbal Ability Test ► Measures reasoning ability ¡Universal Nonverbal Ability Test ► Measures IQ ¡Raven Progressive Matrices ► Measures perceptions and reasoning ¡DISCOVER System ► Identifies giftedness and multiple intelligence ¡Torrance Tests of Creative Thinking

IQ Archaic Description 10 Idiot Profound Mental Retardation 25 " Severe Mental Retardation 40 Imbecile Moderate Mental Retardation 55 Moron Mild Mental Retardation 70 85 Borderline Dull Normal Low Average 100 Average 115 High Average 125 Superior 130 Genius Very Superior/Gifted

Inclusion strategies 1. Create an Independent Project activity 2. Involve gifted and high achieving students in an academic competition 3. Plan "vertical enrichment" activities 4. Don't turn your gifted student into a tutor or teacher's aide 5. Change your approach

6. Let Bloom’s Taxonomy be your guide Level Ask students to: Analysis Compare/Contrast Solve Investigate Examine Classify Inspect Synthesis Create Develop Design Compose Invent Evaluation Choose Rank Assess Grade Critique Judge Suggested end results: Report, conclusion, plan, survey, solution to mystery or mock crime scene, questionnaire Original story, game, musical composition, poem, invention, piece of artwork, hypothesis, experiment, script Book review, self assessment, current events debate, court trial, editorial

7. Try leveling class assignments and learning outcomes. 8. Incorporate Multiple Intelligences into your lessons! 9. Set up learning centers

Other Classroom Adaptations

Differentiated Programs Models ¡Acceleration ¡Progress through the curriculum at an increased rate. ¡Enrichment ¡The instructional technique in which something added to the regular school program in order to enrich it. ¡Grouping ¡Bringing gifted students together for instruction; can be within a general classroom of specialized setting. (Doorlag & Lewis, 2006)

Compacting Eliminate skills and/or concepts which the student has already mastered. Independent Projects Identify problems or topics of interest to the student; teacher assists student in planning a method of investigation and in identifying the product to be developed. Interest Groups Based on student interest, not academic ability. Children's "voices" are heard in choices offered. Flexible Skill Grouping Students are matched to skills work by readiness. Movement among groups is common. All are challenged and no one is labeled.

Learning Centres A place for children to go to be challenged and pursue interests Tiered All children can be working on the Assignments same unit but assignments vary High-level Questioning Questions that draw on an advanced level of information, require leaps of understanding and challenge thinking.

Contracts/Management Plans The teacher grants certain freedoms and choices about how a student will complete tasks, and the student agrees to use the freedoms in designing and completing work according to specifications. Mentorships/Apprentice The student develops ships skills of production in a field with a resource person from school or community to complete a task.