Differentiation Gifted Learners

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Differentiation -

Gifted Learners

Staff meeting NIST Elementary School 9th February 2010


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Table organisation

6 people at each table

Mix of class teachers, specialistsLS, ESL, and counselors at each

table


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Task 1 is this the typical gifted student?

2 groups of 3 at your table -

What aspects of giftedness can youidentify? [8 +2]

Discuss with the other group at yourtable


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Task 1 Solution according to the cartoonist

He is a boyWears glasses

Looks geeky

He is a teachers pet

He is very organised Has neat handwriting

He plays 2 instruments

Einstein is his hero


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Learning Intention

To develop a greater awareness of theindicators of Giftedness so we can

confidently identifyprobable giftedstudents in our classes


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Rationale

Know our students ( differentiation)

Accreditation recommendations

Q-sort

Accurate picture to meet needs


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Context

Our students as

learners

thinkers

communicators

leaders

Note: Not only profoundly gifted

Not sports, drama, art, music


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Beyond the stereotype

from

book learning , high IQ and As

to

full range of human learning,behaviour and performance

To ponder:

What characteristics did a gifted

8 year old display as a 3 year old?


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Management has agreed that it is important toidentify the gifted students in your school.

You are part of a team asked to considerstudents, based on profiles given to you by their

teachers

For each student what indicators make youthink they could be gifted, what causes you to

think they are not, what might you wantfurtherdata about?

Record on a chart, so you can revisit it at the end ofour session

Task 2 3 Case studies


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What do the experts say?

Joseph Renzulli (1936-) American Ed. Psych.

Director of National Research Centre onthe Gifted and Talented

Research focus:

identification and development ofcreativity and giftedness in young

people

organisational models and curricularstrategies for total school improvement


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Joseph Renzulli (cont) - three ring model of giftedness

Giftedness is a behaviour rather than an attribute

Above averagegeneral and orspecific ability

High levels ofcreativity

High levels oftask

commitment(motivation)


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What do the experts say?

Francois Gagne(1932-) French Canadian .

Research psychologist - Montreal

Research focus:

the factors that enable giftedness to

manifest itself


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Francois Gagne (cont)Differentiated Model of Giftedness and Talent

GIFTABILITY or APTITUDE

DOMAINS

Intellectual

Creative

Socioaffective

Sensorimotor

CATALYSTS

Personalitycharacteristics

Environment

OpportunityChance

TALENTMature ,highly skilledexpression ofability


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Bright child (high achiever) or gifted learner?

Janice Szabos 1989

High achievers and gifted studentslearn differently

Dr Bertie Kingore - three waycomparison

High achiever

Giftedlearner

Creativethinker


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So how are they different?

What do they look like?

How will we recognise them?

What are the connections and

relationships???

HA

GLCTh

HA

GLCTh


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Task 3 - a three way comparison

High achiever Gifted learner Creative thinker

Sort the items into each category

3 stages As soon as you have finished one set of items goand get the next set different runner each time.

Glue if you have time

THEN

Discuss students or people you know who you think are highachievers, gifted learners, creative thinkers, or any combinationof these


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Definitions

National Association for GiftedChildren (NAGC)

A gifted person is someone whoshows, or has the potential forshowing, an exceptional level of

performance in one or more areasof expression.


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Giftedness

Giftedness in a student is commonly

characterised by an advanced pace

of learning, quality of thinking orcapability for remarkably high

standards of performance comparedto students of the same age.

(Queensland Government Department of Educationand the Arts, 2004)


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Definitions

Columbus Group: "Giftedness is asynchronousdevelopment in which advanced cognitive abilitiesand heightened intensity combine to create innerexperiences and awareness that are qualitativelydifferent from the norm. This asynchrony increaseswith higher intellectual capacity. The uniqueness ofthe gifted renders them particularly vulnerable andrequires modifications in parenting, teaching andcounseling in order for them to develop optimally."


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Definitions

A gifted child is one who performs, or whohas the ability to perform, at a level

significantly beyond his or herchronologically aged peers, and whoseunique abilities and characteristics require

special provisions and social andemotional support from the family,community and educational context.

Giftedness in Early Childhood, Cathie Harrison, 2003, p. 8.


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Your choice: divide into 2 groups

#1 Flip Side [CR] - two sides of a coin 2 sets of cards. One colour has the characteristic on top in italics with 2 or 3

positive behaviours.

Second colour has other behaviours often perceived as negative you are alsovery likely to see these behaviours among your gifted students..

Your job : match them. When you are happy glue so you have a double sided card.

Be able to add/apply this new learning when you revisit your case study students

#2 Profiles [AS] - students revisited

Skim/scan information from Betts and Neihart,

Your job: Revisit each of your case study students and decide if there is a profilethey mostly fit.

Be able to justify to the rest of your team using the 6 profiles information. [Youwill have 1 minute for explanation per student]


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Teach each other (reciprocity)

#2 Profiles [AS] - students revisited

justify the best fit to the rest of your team

using the 6 profiles information. [You will have1 minute for explanation per student]

#1 Flip Side [CR] - two sides of a coin add/apply this new learning when you revisit your case study

students


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Exit reflect on your learning

Complete I used to ..butnow..

Then

Ask yourself how you rate your learningbased on our stated Learning Intention

Respond by placing your completedexit card in one of the three baskets itthe middle of the room


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Exit reflect on your learning

I used to ..

but now..

Think


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Final thoughts

Giftedness is

found in all areas of human endeavour.

presentin all cultures, ethnicities,socio-economic groups

shown in childs behaviour as well as inthe products/performance

most easily seen in an invitationallearning environment which allows giftsand talents to emerge


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Differentiation Gifted LearnersTeam meetings week beginning 8th March 2010


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Learning Intention

To develop a greater awareness of theindicators of Giftedness so we can

confidently identifyprobable giftedstudents in our classes


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Final thoughts

Giftedness is

found in all areas of human endeavour.

presentin all cultures, ethnicities,socio-economic groups

shown in childs behaviour as well as inthe products/performance

most easily seen in an invitationallearning environment which allows giftsand talents to emerge


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High Achiever Gifted Learner Creative Thinker -review

Consider the summary sheet

discuss the differences

have you met these students?


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Relationship between HA, GL and CT(our focus Gifted Learners)

Are all High Achievers Gifted Learners?

Are all High Achievers students Creative Thinkers?

Are all Gifted Learners High Achievers? Are all Gifted Learners Creative Thinkers?

Are all Creative Thinkers High Achievers?

Are all Creative Thinkers Gifted Learners?

Are some?

Show this as a model Venn diagram?


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Definitions

National Association for GiftedChildren (NAGC)

A gifted person is someone whoshows, orhas the potentialforshowing, an exceptional levelof

performance in one or more areasof expression.


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Questions from feedback

Why do some gifted students act

negatively?

What are some of the barriers that get

in the way of successful

identification?


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Profiles Gifted Learners

As many as 90% of identified gifted students in schoolprograms fit the Successful profile (Betts andNeihart, 1988)

What does this suggest?

In what circumstances would this still be true?

Who are the students who are not identified?

I wonder what percentage of gifted students doNOT fit the successful profile ??


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Your students

What suggests to you that your student could begifted?

What makes you think maybe not

Does your student fit any of the profiles

Do you recognise any of the characteristics that welooked at in the flip side activity?

What could you look out for in the next 2 weeks tohelp you get a clearer understanding of theirability?


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Identification Tools

Gifted and Talented Checklist for

Teachers (M Sayler)

Teacher Observation Scales (NZCER)


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Gifted Learners needs

What are we currently doing to meet theneeds of our gifted students?

What else would we like to be able to do?What could we do using current

resources?

What different resources do we need tobe able to meet the needsappropriately?

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Differentiation Gifted Learners

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