Resources for Gifted and Talented learners

Resources for Gifted and Talented learnersChoice Module Submission, Anne Rawley EdenWho is a gifted child?Gifted and Talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance (Marlin, 1972, 10).Important! Do not define G&T in a limited way!

Gargiulo p.538-547 g&t.pdftext chapter on gifted and talented 2

Why is multi-faceted analysis necessary in identifying G&T?All children are unique, and giftedness is reflected in an equally unique way.

How do you obtain data about a childs ability?- Jot-downs, observation, checklists, work samples, parent-teacher conferences, dialogue, differentiated assessment methods

Are there formal methods of assessing ability?- Of course! A multitude of aptitude and ability tests exist.- Off-level testing- Woodcock-Johnson III Tests of Achievement- State and Federally mandated testing- Self-nomination (when students appeal to leadership or achievement, its a huge indicator!)

Gargiulo p.538-547 g&t.pdftext chapter on gifted and talented 3Strategies to meet G&T Student Needs:Resource Room, Enrichment, Independent Study, Mentorships, Internships, Accelerated Class Schedule, Early Graduation, Differentiated Curriculum, Self-Contained Classrooms, Special Schools

Enrichment Triad: Revolving Door Model15-20% OF Schools Participate to Develop Critical Thinking Pull-out ProgrammingTechnology as a tool and motivator

http://www1.teachertube.com/viewVideo.php?video_id=145411&title=Gifted_and_Talented

http://www.professorlamp.com/ed/TAG/TAG_Bibliography.html4So now what can we do?Its up to teachers to identify gifted students by increasing their own awareness of both indicators and of individual student ability.Schools and Districts Should Have a Plan

Question: How does this model correspond to what you already know about RtI? PBIS?Gargiulo p.538-547 g&t.pdftext chapter on gifted and talented 5Defining the gifted and talented learnerThe Colorado definition for Gifted and Talented Students references the Rules for the Administration of the Exceptional Childrens Educational Act (I CCR301-8, Section 2220-R-8.01 et seq.)MissionGifted children means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so outstanding that they require special provisions to meet their educational needs. Children under five who qualify may also be served. Gifted students are capable of high performance in any or a combination of these areas:

General intellectual abilitySpecific academic aptitudeCreative, productive thinkingLeadership and human relations skillsVisual and performing artsWhat does it mean to be twice-gifted?Twice-exceptional students are:1. Students who are identified as gifted and talented in one or more areas of exceptionality (specific academics, general intellectual ability, creativity, leadership, visual, spatial, or performing arts);and also identified with:2. A disability defined by Federal/State eligibility criteria: perceptual communicative disability (learning disability), significant identifiable emotional disability, physical disabilities, sensorydisabilities, autism, or ADHD.3. The disability qualifies the student for an individual educationplan (IEP) or a 504 Plan.Twice-exceptional students gifted students with disabilities -- CDE Res Guide.pdf2x Exceptional CDE Resource Guide 6Six Steps to Strategic Planning for Twice-Exceptional StudentsIdentify Stakeholders: Who will be involved with implementation or involved with changes?Organize a steering committee: Who will be represent each group of stakeholders?Build a Collaboration: How can each group work together in the best interest of the child?Determine Needs and Identify Problems/IssuesDevelop an Action Plan: What will the strategy look like in practice?Implement and Sustain Change

Twice-exceptional students gifted students with disabilities -- CDE Res Guide.pdf2x Exceptional CDE Resource Guide 7Provide Equitable Access to Screening For Gifted Education ServicesUse Multiple Sources, Tools, and Criteria for a Body of EvidenceIntellectual AbilityAchievementBehavioral CharacteristicsDemonstrated PerformanceUSE DATA!!!Ongoing Evaluation

How to identify youth in need of services?

Whats the point?

DIFFERENTIATED INSTRUCTIONAL PRACTICES LEAD TO SUCCESS FOR ALL STUDENTS!Twice-exceptional students gifted students with disabilities -- CDE Res Guide.pdf2x Exceptional CDE Resource Guide 8Create Opportunities for Higher-Level Thinking Skills

Higher-Order Thinking Skills include:Analytical Thinking SkillsVarious cognitive processes that deepen understanding of knowledge and skills.Critical Thinking SkillsVarious thinking skills that are used to analyze and evaluate in order to respond to an argument or position.Executive ProcessesVarious cognitive skills involved in organizing, synthesizing, generalizing, or applying knowledge.Creative Thinking SkillsVarious cognitive skills that are involved in creative production.Creative Problem SolvingProvides an excellent structure for helping twice exceptional students learn how to creatively solve problems.What other types of support do twice-exceptional students need?Social and emotional supportAccommodations to Access LearningExplicit Instruction: Compensatory StrategiesExplicit Instruction: Intervention/RemediationPositive strategies for parentingParent advocacy

WHAT TECHNIQUES CAN A TEACHER USE TO BOTH ASSESS AND ENHANCE STUDENT LEARNING?Gear texts and materials towards topics student express an interest inFind developmentally appropriate texts; help students make connections between their world and their learningAsk students to find multiple means of expressing themselvesDevelop logic and intuition through guiding questionsCan the texts and materials you are using help students develop social skills?Twice-exceptional students gifted students with disabilities -- CDE Res Guide.pdf2x Exceptional CDE Resource Guide

http://www.learner.org/vod/vod_window.html?pid=182110How do you model instead of lecture?

How do you step back as a teacher?What kind of questions are your students capable of generating?

If learning is student driven, what is the role of the teacher?

The aim of education should be to teach us rather how to think, than what to thinkrather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.- John Deweyhttp://www.learner.org/vod/vod_window.html?pid=1821http://www.randomterrain.com/favorite-quotes-teaching-and-learning.html

11Are schools killing creativity?

Do we live in a world today, really, where intelligences beyond reading, writing, and math are required?

How do we meet the educational needs of students who excel in non-traditional ways?

Sir Ken Robinson Says Schools Kill CreativityTED Talks, Santa Monica, 2006http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html12Where can I go for more resources?Colorado association for gifted and talentedMission: It is our belief that all humans have an inherent right to develop their full potential. The purpose of the Colorado Association for Gifted and Talented is to foster an understanding of all gifted children and their exceptional needs, and to advocate for appropriate education through partnerships with educators, parents, administrators, legislators, and the general public.Resources Available: Extensive links to research, national organizations, articles, and toolsLinks to advocacy organizationsGrassroots Gifted Toolkit (GREAT PLACE TO START!!!)Links to G&T BlogsOrganize conferences and conventions which help advance the cause of G&T learners.http://www.coloradogifted.org/index.phpColorado Department of Education: Gifted and talented educationResources Available: Colorado Definition of Gifted and TalentedListserv on G&T issues and advocacyRegional News and UpdatesProgram Plans and Data Parent Resources

Principles:Relevant, appropriate instruction and outcomes for gifted learnersShared responsibility and involvement of educators, parents, and community for the academic and affective outcomes and growth of gifted learnersA climate of excellence and rigorous curricula for every childDifferentiation in curricula, instruction, and assessment supporting tiered programming and a continuum of services for every gifted learnerHigh quality standards for educators and counselors who work with gifted learnersIdentification and gifted programming in all populations of race, culture, gender, and income levelhttp://www.cde.state.co.us/gt/

http://www.coloradogifted.org/index.phphttp://www.cde.state.co.us/gt/13Bibliography

Colorado Department of Education, Twice-exceptional students: Gifted students with disabilities.Gargiulo, R. (2012). Special Education in Contemporary Society. Los Angeles, CA: Sage. Pages 538-547 - selected chapter on gifted & talented.

Learner.org: Asking Questions video about a gifted & talented classroom.http://www.learner.org/vod/vod_window.html?pid=1821

http://www.professorlamp.com/ed/TAG/TAG_Bibliography.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

http://www.randomterrain.com/favorite-quotes-teaching-and-learning.html

Teacher tube video on identification of students who are gifted & talentedhttp://www1.teachertube.com/viewVideo.php?video_id=145411&title=Gifted_and_Talented

www.coloradogifted.org

www.cde.state.co.us/gt