What Does it Mean to be Gifted?

What does it Mean to be Gifted?

What does it mean to be Gifted? How is this different from being smart?

What does a gifted student look like? How do they behave?

Are all students gifted? Why or why not?What is Giftedness?

Use the accompanying packet, or a piece of paper, to write down your understanding of giftedness. This a free write that is meant to prime your thoughts on giftedness. Use some of the following questions to spur your thinking:What does it mean to be Gifted? How is this different from being smart?What does a gifted student look like? How do they behave?Are all students gifted? Why or why not?

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To provide an overview of how experts in the fields of intelligence and education conceive of giftedness and to discuss how these theories influence students and teachers in the classroom.Purpose

Implicit v. Explicit Theories of GiftednessImplicit TheoriesThese theories are based on the personal beliefs, subjective experiences and perceptions, and ideas of laypersons.They are typically informed by cultural beliefs.They are not empirically supported by science.Explicit TheoriesThese theories explain the behaviors or characteristics of gifted and talented individuals with empiric support.They are based on measurable scientific definitions and data that, at least in part, validate the theory.Sources Cited: (Missett & McCormick, 2013).

Use an individuals performance on a standardized intelligence test and their resulting general intelligence score, or Intelligence Quotient (IQ), as the primary and sometimes only indicator of giftedness.This is still the primary factor that many schools within the United States consider when identifying a student as gifted. IQ-Based Conceptions of GiftednessStanford-Binet Intelligence Scale, 5th EditionIQ RangeIQ Classification145-160Very gifted or highly advanced130-144Gifted or very advanced120-129Superior110-119High Average90-109Average80-89Low Average70-79Borderline impaired or delayed55-69Mildly impaired or delayed40-54Moderately impaired or delayed

Intelligence testing began in America early in the 20th century. The Stanford-Binet Intelligence Scale was published in 1916 by Lewis Terman. It measures an individuals ability in fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory which together comprise an individuals general intelligence. An individuals performance on this scale or other similar scales such as the Wechsler Intelligence Scale or the Kaufman Tests are used to determine their IQ. As you can see from the table, an IQ between 80 and 119 is considered average. Below 80 is considered borderline intellectual impairment, and below 70 is considered intellectually disabled. Typically, an individual with an IQ of 130 or higher is deemed gifted. Individuals of average intelligence whether it be high, low, or middling comprise over 90% of the population. Individuals with intellectual disabilities or giftedness account for 2% of the population each. Individuals who are profoundly intellectually impaired or gifted account for .1% of the population. Einstein, with an IQ of more than 160, was considered profoundly gifted. In Pennsylvania, an IQ of 130 or higher is important, but not the sole factor in determining giftedness. 5

How does your state define giftedness?Use the link below to discover how your state defines giftedness when determining whether a student is eligible for gifted programming:https://www.nagc.org/resources-publications/gifted-state

Renzullis 3-Ring Conception of Giftedness

The top 15-20% within any domain.An individuals original and interesting thinking, curiosity, willingness to take risks, and openness to new ideas.An individuals focus, perseverance, dedication, self-confidence, and ability to carry out work.

History does not remember persons who merely scored well on IQ tests (Renzulli, 2005, p. 256).Sources Cited: (Kaufman & Sternberg, 2008; Missett & McCormick, 2013).

Renzullis 3-Ring conception of giftedness goes beyond IQ or even domain-specific aptitudes to incorporate psychological processes as an important component of giftedness. Under Renzullis model, an individual must demonstrate above average ability in one or more domains, task commitment, and creativity in order to be considered gifted. A high IQ alone is not enough. More than that, under Renzullis model, above average ability encompasses individuals who perform within the top 15-20% of any domain. By contrast, under traditional views of giftedness, only the top 3-5% of performers on a standardized measure of intelligence are considered gifted. This is because Renzulli lends weight to the psychological processes of creativity and task commitment. A child with a lower IQ who might fall into the above average intelligence range on an IQ test, yet possesses high levels of creativity and task commitment, is more likely to succeed and excel under Renzullis model of giftedness than the child who possesses a gifted IQ, but has little to no creativity or task commitment. 7

Renzulli on GiftednessPlease click on the video below to hear Joseph Renzullis explanation of his conception of giftedness and comments on giftedness.

Gardners Multiple Intelligences Theory

Sources Cited: (Kaufman & Sternberg, 2008; Missett & McCormick, 2013).Image Source: https://gradeslam.org/blog/multiple-intelligence-theory-is-it-realGardner rejected notions of global intelligence and proposed that everyone possesses the capability to process information through eight distinct intelligences which represent independent cognitive systems.

This is a domain-specific model of intelligence and giftedness. Gardner proposed that individuals have not one cognitive system for processing information general intelligence but eight, and individuals have unique capabilities within each intelligence. One person is people smart and another is logic or word smart. Though, according to Kaufman and Sternberg (2008), it has broadened educators views of intelligence and been very popular within the education community, it has received criticism. The theory, as a whole, has not been empirically tested. The assessments which exist to measure these intelligences have not been proven to possess adequate psychometric validity. Lastly, those intelligences that have been tested, excluding bodily-kinesthetic, have been shown to be strongly influenced by an individuals general intelligence. Research has not demonstrated that Gardners eight intelligences are in fact distinct processes. However, the concept of multiple intelligences is still relevant to identification of domain-specific gifts or talents and the ways in which an educator differentiates instruction within the classroom. If you are interested in exploring Gardners Multiple Intelligence Theory in more depth, I have included a link to a presentation by Howard Gardner under further readings and additional resources.9

Gagnes Differentiated Model of Giftedness and TalentImage source: http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/poldmgtcolrdiag.pdf

According to Missett and McCormick (2013) this is a developmental theory of giftedness that distinguishes between giftedness and talent. Everyone is born with varying levels of natural ability or aptitude within four specific domains: intellectual, creative, socioaffective, and sensorimotor. These natural abilities then develop into skills and knowledge in a particular domain based on environmental intrapersonal factors. Environmental factors include people in the individuals life, their milieu their cultural, physical, social, and familial environment their access to specific provisions, and life events. So, as an example, an individual with an aptitude for fine motor dexterity may become a talented pianist if he or she lives within a culture that values the piano, was raised by parents who valued the piano or taught by a teacher who understood the piano, had the opportunity to receive piano lessons, and possessed the motivation and volition to learn the piano. Without a piano, that individuals natural aptitude for the instrument wont develop. They may master a different instrument, or they may develop a different talent. Surgeons, for example, also develop their fine motor dexterity which results in an entirely different talent. Under this theory, one cannot be talented without first being gifted. However an individual can be gifted and never develop those gifts into talent. Think of academic underachievers who never develop their natural gifts into talents. 10

Gagne on the Differentiated Model of Giftedness and TalentPlease click on the video below to hear Francyos Gagnes explanation of his conception of giftedness and talent development.

Teachers recognize academic traits associated with IQ-Based conceptions of giftedness.They are less likely to recognize nontraditional characteristics of giftedness exhibited by diverse students.Teachers are more accepting of IQ-based conceptions of giftedness.Based on their more traditional conceptions of giftedness, Teachers are often reluctant to refer students who have been labeled with a disability for gifted programs.How Do Our Conceptions of Giftedness Affect Students in the Classroom?Sources Cited: Missett & McCormick, 2013).

ConclusionThere is no single way to define giftedness.Take a moment to reflect on the different conceptions of giftedness presented today.What model of giftedness does your school district or state follow?Which conception of giftedness resonates with you and why?

The State of the Nation in Gifted Education. An education talk radio segment which discusses the NAGCs biennial report on the degree of support individual states offered to gifted and talented education. Link: http://www.blogtalkradio.com/edutalk/2015/12/11/the-state-of-the-nation-in-gifted-education Beyond Wit and Grit. A presentation by Howard Gardner that explores his theory of Multiple Intelligences and successful living: https://www.youtube.com/watch?v=IfzrN2yMBaQ Whats in a Name? A blog post which discusses the various terms used to refer to gifted and talented students: https://welcometothedeepend.com/2012/04/30/whats-in-a-name/

For Further Readingand Additional Resources

References