7/23/2019 Portfolio Statement 1

http://slidepdf.com/reader/full/portfolio-statement-1 1/6

Intelligence & Giftedness

 by: Christina Troxell

7/23/2019 Portfolio Statement 1

http://slidepdf.com/reader/full/portfolio-statement-1 2/6

Nature of Intelligence

Intelligence is our capacity to learnand make sense of the world aroundus. I believe in Carol Dweck’s (2010)theory that people with a growth

mindset can develop their talents andabilities with dedication and hardwork. Miller (2013) compares Dweck’stheory to the view that “achievementis the result of hard work, discipline/commitment, and intellectual ability,

with each of these three componentshaving a separate and importantrole” (p. 51). Our intelligence is notfixed because we have the ability tochoose to learn, practice, and applyour learning to new situations.

7/23/2019 Portfolio Statement 1

http://slidepdf.com/reader/full/portfolio-statement-1 3/6

Nature of Giftedness

Giftedness is determined in part when aperson is in the top 10 percent in an area ofcompetence (NAGC, 2010). These personsexhibit wide ranging characteristics whichcould include analyzing information at a leveldeeper than their peers, being self-motivatedin a desire to learn more, and asks questionswhich they will seek answers to. Gifted andtalented students in art and dance can performabove and beyond the level their peers. Giftedstudents abilities are so outstanding theyrequire special programming (VBCPS, 2015).

7/23/2019 Portfolio Statement 1

http://slidepdf.com/reader/full/portfolio-statement-1 4/6

Essential Principles of

Identification of Gifted Learners

Gifted programs should be built upon adefensible definition, and incorporate anidentification process that allows students

to be identified based on multiple criteria.These criteria should include objectiveand subjective identification instruments

(NAGC, n.d.) These instruments, such asthe CogAT, should include national andlocally normed results (Lohman, 2013).

Subjective instruments should be offeredto parents and teachers and includechecklists and narrative options fordescribing the students.

7/23/2019 Portfolio Statement 1

http://slidepdf.com/reader/full/portfolio-statement-1 5/6

Gifted students are characterized as having high intelligence and high levels ofaccomplishments in comparison with their peers. A defensible gifted identificationprocess assesses a student’s intelligence, and looks to examine the student for traitswhich show giftedness. This gifted student identification process should allowstudents to be identified based on multiple criteria including checklists andanecdotal notes with teacher and parental input. Once students are identified andenrolled in gifted services, the concepts behind the criteria used to select the studentsshould also be applied through the delivery of services. If consideration was given topotential for giftedness, then through the program, they should be offeredexperiences that foster the development of their potential.

Connections

7/23/2019 Portfolio Statement 1

http://slidepdf.com/reader/full/portfolio-statement-1 6/6

ReferencesBrain in hands. (n.d.) [Digital Image]. Retrieved from http://www.psych2go.net/types-of-intelligence/

Child with lightbulb overhead. (n.d.). [Photograph]. Retrieved from http://www.dyslexiaa2z.com/

learning_difficulties/gifted/gifted.html

Identification. (n.d.). Retrieved October 18, 2015, from http://www.nagc.org/resources-publications/gifted-

education-practices/identification

Irvine, H. (2010, February 24). Puzzle. Retrieved from https://flic.kr/p/7FrC2B

Local Plan for the Education of the Gifted. (2015, June 15). Retrieved October 4, 2015, from http://

 www.vbschools.com/curriculum/gifted/content/pdfs/LocalPlanEducationGifted.pdf

Lohman, D.F. (2013). Identifying Gifted Students. In C. M. Callahan (Ed.) Fundamentals of Gifted

Education considering multiple perspectives. (pp. 113-115). New York: Routledge

Miller, E.M. (2013). Being Gifted. In C. M. Callahan (Ed.) Fundamentals of Gifted Education considering

multiple perspectives. (pp. 49-55). New York: Routledge

MINDSET. (2010). Retrieved December 18, 2015, from http://mindsetonline.com/whatisit/about/

index.html