81
Giſtedness The Hidden Special Need
Giftedness
The Hidden Special Need
What if…we all just thought about things a little differently?
Genius is everywhere..
https://www.youtube.com/watch?v=jx8Q0lnvf8c The Pursuit of Happyness
https://www.youtube.com/watch?v=N7b0cLn-wHUGood Will Hunting
Giftedness- 3 Things to keep in Mind
1. You will likely have at least one and up to 4 children who are gifted in every one of your classrooms…and may not consider their gift a gift.
2. Children have many gifts aside from math & reading. You will find their gifts when you look past what your told to look for and see the child.
3. Honor every childs’ agenda! Never do anything to dampen the
children's fire!
Due to the rubrics of the assignment and the culture of power point I will present more facts that your conscious mind can possibly grasp. Facts about giftedness, definitions, legal precedents, the history of giftedness, characteristics of giftedness, and of course various recommendations of how to best help those who are gifted learn to their full potential.
What I want to convey…
What I want you to take away from this talk tonight….Are just 3 things 3 pieces to tuck away in the hope of you helping your children to discover their very precious giftsAnd to help identify and serve this often hidden and mis-identified population:
Overview of presentation
• PL 108-446 (IDEA 2004) identifies 13 categories of disabilities.
• Autism, Deaf-blindness, Developmental delay, Emotional Disturbance*, Hearing impairments including deafness, Mental retardation, Multiple Disabilities, Orthopedic impairments, Other health impairments, Specific learning disabilities, Speech or language impairments, Traumatic brain injury & Visual Impairments including blindness (Gargiulo, 2112)
• Notice the absence of Gifted or talented!
• (most states recognize gifted or talented as a category and provide special education although allocate no specific funding)
• Definition & description of disability
• Causes and/or prevention• Prevalence of disability• Emotional Giftedness• Twice-Exceptional• Educational Ramifications-
Considerations, Teaching Strategies
• Age/Grade related ramifications• Quiz
45-60 minutes
State of Illinois Definition:Gifted and Talented children
• "gifted and talented children" means children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with other children and youth of their age, experience, and environment. A child shall be considered gifted and talented in any area (that are tested for) of aptitude, and, specifically, in language arts and mathematics, by scoring in the top 5% locally in that area of aptitude. Public Act 094-0410 (Italics, underline and insert () are mine)
Giftedness-2 + deviations from normal
According to Sally Walker, Director of the Illinois Association for Gifted Children:
• In 2003 the governor suggested and the legislators agreed that there was no need for gifted funding in IL. All designated gifted $$ (over $19 million) went into the general funds. – Superintendents loved it! They did not have to
spend $$ on gifted education and could decide how and when they could spend this money.
• The legislators then decided that there was no need for gifted in the school code. All wording relating to gifted was then removed.
• New language was rewritten in 2005 and legislation was passed in 2006 to get wording for gifted back into the school code. In order for this to pass it had to be "voluntary". It is not an unfunded mandate. It amounts to "suggestions" for gifted programming in IL.
– (email correspondence with Sally Walker dated 11/12/13)
Overview
• -Definitions of Giftedness
• Definitions will NOT include descriptions of disability… as there is no “one” description.
• …so I will share 4 definitions with you
Giftedness Defined• “Gifted and talented children are those identified by professionally
qualified persons (that’s us too ) who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. Children capable of high performance in include those with demonstrated achievement and/or potential ability in any of the following areas: (1) general intellectual ability, (2) specific academic aptitude, (3) creative or productive thinking, (4) leadership ability, (5) visual and performing arts, (6) psychomotor ability.” (Maryland, 1972 p. 10 as cited in Gargiulo 2012, p541)
What is Giftedness?
• “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).”
National Association for Gifted Children (NAGC, 2010)
Giftedness is…
• “Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.”
(The Columbus Group, 1991)
Giftedness Characteristics
• Perfectionism, sensitivity and intensity are three personality traits associated with giftedness. They are derived from the complexity of the child's cognitive and emotional development. According to Dabrowski's theory, these traits—related to overexcitabilities—are indicative of potential for high moral values in adult life. The brighter the child, the earlier and more profound is his or her concern with moral issues. But this potential usually does not develop in a vacuum. It requires nurturing in a supportive environment.
As cited by Kane, 2013 Source: http://www.gifteddevelopment.com/What_is_Gifted/learned.htm
Giftedness is…
• “Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences.”(Roeper, 1982 as cited by Kane 2013)
Intensity
• Intensity of thought (continuous thought)• Intensity of purpose (focus in interest area)• Intensity of emotion (strong feelings-wide
range)• Intensity of spirit (altruistic; helping others)• Intensity of soul (questions for the ages; who
am I? why am I here?)(Delisle, 2000 as cited by Kane, 2013)
Giftedness = MORE!!!!!!
• More Curious!• More Intense!• More Hungry!• More Alert!• More Sensitive!• More Active!• More, More, More!
Giftedness-A Hidden Population
• May often be ‘great students’ requiring little to no teacher attention.
• Does average or above average in standardized testing, other talents not tested for.
• Often ‘act out’ in the classroom due to boredom. Can show up as a behavioral problem to be managed or an emotional problem to be treated rather than a child to be guided.
Gifted Characteristics
INTELLECTUAL CHARACTERISTICS• Exceptional reasoning ability• Capacity for reflection• Intellectual curiosity• Rapid learning rate• Facility with abstraction• Complex thought processes• Vivid imagination• Early moral concern• Passion for learning• Powers of concentration• Analytical thinking• Divergent thinking/creativity• Keen sense of justice
PERSONALITY CHARACTERISTICS•Insightfulness•Need to understand•Need for mental stimulation•Perfectionism•Need for precision/logic•Excellent sense of humor•Sensitivity/empathy•Intensity•Perseverance•Acute self-awareness•Nonconformity•Questioning of rules/authority•Tendency toward introversion
Source: Silverman, L. K. (1993). A developmental model for counseling the gifted. In L.K. Silverman (Ed.), Counseling the Gifted and Talented (pp. 51-78). Denver, CO: Love Publishing Co.
Summary of Categories of Giftedness and Corresponding Student Characteristics
• General Intellectual Ability• Specific Academic Aptitude• Creative or Productive
Thinking• Leadership Ability• Visual and Performing Arts
Ability• Kinesthetic Ability
This and the next several slides are adapted from:
(Gifted and Talented Students: A Resource Guide for Teachers, Printed by: New Nouveau Brunswick Department of Education)
General Intellectual Ability
• Unusually advanced vocabulary for age
• Large storehouse of information about a variety of topics
• Quick mastery and recall of factual information
• Rapid insight into cause-effect relationships
• Makes valid generalizations about events, people, and things
• Keen and alert observer• Great deal of independent
reading• Readily sees logical and
common sense answers
Specific Academic Aptitude
• Demonstrates inordinate strengths in a given area
• Able to grasp underlying principles in the talent area
• Persistent in talent area and motivated internally
• Prefers to work independently!
• Can relate to older students in the talent area
Creative or Productive Thinking
• Displays unusual curiosity about many things
• Generates a large number of ideas and/or solutions to problems
• Uninhibited in expression of opinion
• High risk taker• Demonstrates intellectual
playfulness• Displays a keen sense of
humor and perceives humor in unlikely situations
• Sensitive to beauty• Nonconforming• Criticizes constructively
Leadership Ability
• Carries our responsibility well• Demonstrates self-confidence• Is well liked by classmates• Expresses ideas well• Adapts readily to new situations• Enjoys being around other people• Tends to dominate others• Participates in most social
activities at school• May excel in athletic abilities
Visual and Performing Arts Ability
• Visual• Enjoys art activities• Displays interest in other students art work• Elaborates on ideas from other people• Tries a variety of media• Is critical of own work
• Performing Arts-Music• Sustains interest in music• Readily remembers melodies• Displays keen awareness and identification of a variety of
sounds heard at a given moment• Perceives fine discriminations in musical tone• Plays a musical instrument
• Performing Arts-Drama• Volunteers to participate in classroom skits and plays• Tells stories or renders accounts of experiences• Uses appropriate gestures and formal expressions to
communicate feelings and thoughts• Handles body with ease and poise• Holds the attention of the group when speaking• Creates original plays or plays from stories
Where in school… in the classroom, lunchroom, hallway, recess, gym class…
Where will these talents show up most?
Kinesthetic Ability
• Demonstrates good control of body movements
• Has excellent eye-hand coordination
• Manipulates objects and puzzles with ease
• Able, with ease, to complete complex mazes and word searches
• Learns new gross motor activities readily
• Has good sense of rhythm
Prevalence
How do you estimate a population who is not assessed for?
Current Estimates on PrevalencePrevalence of what has been measured (as cited in Gargiulo, 2012)
•“Educators believe…” (you are educators, what do you believe?)•(Clark, 2008 cited in Gargiulo p. 552)3-5%•“The National Association for Gifted Children (2010) believes that approximately 3 million children are gifted and talented.”6%
•Renzulli and Reis (2003) estimate that current testing does not reveal gifts and talents across several areas. If these estimates are true, up to 7.5 million or more children may be considered “gifted”.10-15%
Giftedness-2 + deviations from normal
When we look at any 1 or 3 parts of anything…we forego the whole picture
Some folks have a very narrow focus and thus see only particular things
Will you find the child with giftedness in your classroom?
It is statistically probable that you will have 1-4 children who are gifted are in every classroom
•In a classroom of 30 students .9-1.5 of your students will be gifted•In a classroom of 20 students .6-1 students will be gifted•*That’s means there is a strong probability that you will have at least 1 child who is gifted in each and every classroom you have. 3-5%•In a classroom of 30 students 1.8 students will be gifted•In a classroom of 20 students 1.2 students will be gifted•**That means odds are you will have at least 1 children with giftedness in every one of your classrooms6%•In a classroom of 30 students 3 – 4.5 of your students will be gifted•In a classroom of 20 students 2-3.5 students will be gifted•***THAT means you are likely to have 2-4 children who are gifted in every one of your classrooms!10-15%
Causes and/or prevention
Cause: Healthy Birth (nature) + environmental opportunities
Prevention: Birth Control? In utero abuse (drugs, diet, etc…)
In some ways giftedness is already being prevented through:• Ignorance of it’s existence• It’s hidden nature• Insistence on testing and teaching
toward the average from a deficit model
• Mis-diagnosed as behavior, emotional or learning disorders
• Assimilation valued over evolutionary development
Disruptive children have drives too, and may often be gifted
As a child Bruce Lee was often in trouble for roughhousing and fighting in school
He went on to study Wing Tsun Kung Fu, and develop his own style known as “Jeet Kune Do.”
Some children may not do well with the curriculum or methods of instruction
…some specialists sought to place Einstein among those afflicted with autism, or Asperger’s Syndrome. http://www.albert-einstein.org/article_handicap.html 11/17/13 Others honor his insanity
Some History of Giftedness• During the 20th century the public equated giftedness with high
intelligence (Marland, 1972 cited in Gargiulo 2112 p. 541)• The first national report on gifted education- The Marland Report- (1972)
specified 6 categories of giftedness: 1) general intellectual ability, 2) specific academic aptitude, 3) creative or productive thinking, 4) leadership ability, 5) visual and performing arts, and 6) psychomotor activity
• The second report on gifted education: National Excellence: A Case for Developing America’s Talent defined gifted as talent: “Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience or environment.” (Ross, 1993 cited in Gargiulo 2112 p. 541)
Joseph RenzulliThe Three-Ring Concept of Giftedness
Renzulli’s Concepts in detail
Jane Pirrto’s Giftedness Contruct
Jane Piirto, Ph.D. Pyramid of Talent Development & Giftedness Construct“…those individuals who, by way of learning characteristics such as superior memory, observational powers, curiosity, creativity, and the ability to learn school related subject matters rapidly and accurately with a minimum of drill and repetition, have a right to an education that is differentiated according to these characteristics because all children have a right to be educated according to their needs.” (Piirto 2007, cited in Gariolio 2112 p. 541)
The necessities for a child to realize their talent potential are in 3 areas:1. Personality attributes-some or
many are already ‘present’ similar to temperament:
Aggressiveness, androgyny, curiosity, self-discipline, flexibility, imagination, the presence of overexcitabilities, persistence, perfectionism, resilience, risk-taking, self-efficacy, stubbornness, passion for work in a domain, intuition, perceptiveness, volition and insight.
2. Minimal general ability- This mortar must be present and distinguishes ‘giftedness.
1. General agreement is 120 range:1. Simonton- 1202. Feynman- 1253. Renzulli- 115
3. Specific talent in a domain- music, athletics, language, intuition, interpersonal, art, etc.. Led interests and drives of the child.
Environmental suns influence the person:Piirto’s systemic view1. Home & Family2. Community & Culture3. Gender4. Genes / heredity5. Chance (?)
1. Geography, era. Some say we choose this as spiritual beings, others say chance, you say?
6. School
Just past ½ way through, any questions????Just a few more slides of giftedness characteristics; then some information on twice-exceptional children finishing with implications for classrooms and working with gifted students.
Thank You Dr. Kane!
Living with Intensity: The Social and Emotional Aspects of
Parenting Gifted ChildrenPresentation for Chicago Gifted Community Center October 28, 2013
Michele Kane, Ed.D. Associate Professor Northeastern Illinois University Chicago, IL
[email protected] 773.442.5594
Emotional Giftedness Characteristics
• Keen awareness of the interconnectedness of the natural world
• Joy of creativity • Strong sense of justice • Deep empathy for others • Belief in one’s responsibility to improve Self and
others • Belief in one’s abilities
(Navan, 2009, as cited by Kane 2013)
Emotional Giftedness Emotional OE and Giftedness
• Emotional giftedness (Roeper, 1982)• Deep interpersonal relationships• Heightened awareness of the feelings of others• Heightened awareness to the emotional tone of surroundings• Confusion surrounding the lack of perceived concern of
others• Feeling compelled to act on empathy, concern for others,
environment• Possible somatic expressions (incongruity with words/actions
of others; lack of vocabulary to explain feelings) (Daniels & Meckstroth, 2009 as cited by Kane 2013)
Enneagram Type 2
Type Two—Healthy Levels
Level 1 (At Their Best): Become deeply unselfish, humble, and altruistic: giving unconditional love to self and others. Feel it is a privilege to be in the lives of others.
Level 2: Empathetic, compassionate, feeling for others. Caring and concerned about their needs. Thoughtful, warm-hearted, forgiving and sincere.
Level 3: Encouraging and appreciative, able to see the good in others. Service is important, but takes care of self too: they are nurturing, generous, and giving—a truly loving person.
Specific TechniquesFor working with children who are emotionally gifted
• Thank you again Dr. Kane
Top Ten Affective Strategies for Parents and Teachers
•Respect the child’s inner agenda•Use conflict resolution and decision-making as occasions for growth•Use praise sparingly; encouragement fosters achievement•Learn more about temperament and effect on classroom dynamics•Provide opportunities for struggle, even failure (build resilience)•Allow the feelings (you can never be “overly sensitive”)•Teach child self-soothing techniques (meditation, visualization, deep breathing)•Teach the difference between excellence and perfectionism•Provide opportunities for passions to flourish•Develop service learning projects at the earliest ages
(Kane, 2008)
Strategies to Help Gifted Kids with Stress
Self-imposed:• Teach creative problem solving strategies and apply to personal situation• Hold class meetings regularly so students are able to learn from peers• Model creative, risk-taking behaviors; encourage “courageous conversations”
so kids can speak their truth and others can witness• Probe personal beliefs and concerns; help students identify issues/stressors• Share resources for meditation and visualization; explain the effect on the
body• Explain the biology of stress; determine which how the body sends signals• Encourage deep breathing and exercise to minimize personal stress• Supply biographies of notables that were able to resolve personal situations• Promote experiences in nature as a way to self-soothe
(Kane 2007)
Strategies to Help Gifted Kids with Stress
Situational:• Explore topics, where appropriate, in existing curriculum (e.g., what do you think
about the destruction of the rain forests?)• Use inventories to assess what kids know and what they need to know about
situations• Provide specific techniques for conflict resolution and appropriate assertiveness• Use paper and pencil activities to help visualize the priorities of personal values• Use journals to help kids sort out their feelings, fears, joys and frustrations• Help students set goals by week, unit or semester – evaluate both the goals and
goal-setting process.; modify goals with the students when their goals aren't achieved
• Elicit techniques from students on how to use time more efficiently• Implement PBL as an instructional tool to address issues
(Kane, 2007)
Strategies to Help Gifted Kids with Stress
Existential:• Provide opportunities for students to learn more about world
events and the process of change• Explore service learning projects so there are outlets for caring• Teach kids how to search for careers that address deep concerns• Bring gifted students together to develop relationships with older,
younger, or online peers• Use bibliotherapy and cinematherapy to provide an “arms-length”
approach for delving into topics• Connect kids to mentors who share similar concerns and passions
(Kane, 2007)
Mindfulness Training
• Deep breathing**• Meditation**• Visualization**• Guided Imagery**• Tai-chi, yoga*• Singing, chanting• Journaling**• Calligraphy
Mindfulness MeditationConnecting these children to their bodies and emotions helps them to have the self control needed in a world that moves slower than they do. Mindfulness activities occupy their time & energy (Grand Master Tsai, personal conversation, school story, 2013)
Twice Exceptional Learners
• “Twice-exceptional learners have the characteristics of gifted students and students with disabilities. They have the potential for exceptional performance in one or more areas of expression, which includes general areas such as creativity and leadership, or specific areas such as math, science, and music. These students have an accompanying disability in one ore more of categories defined by IDEA.”
(Trail, p. 12. 2011)
Twice Exceptionalstrengths and challenges
(from Trail, Beverly A. Ph.D, 2011, p. 3)
Strengths• Superior vocabulary• Highly creative• Resourceful• Curious• Imaginative• Questioning• Problem-solving ability• Sophisticated sense of humor• Wide range of interests• Advanced ideas and opinions• Special talent or consuming interest
Challenges• Easily frustrated• Stubborn• Manipulative• Opinionated• Argumentative• Sensitive to criticism• Inconsistent academic performance• Difficulty with written expression• Lack of organization and study skills• Difficulty with social interactions
Characteristics of Twice-Exceptional Learners
• Cognitive• Academic• Interpersonal• Intrapersonal
I will NOT read these to you!They will be provided for you to read
Characteristics of Twice-Exceptional Learners
(Adapted from Nielsen, 1993 by Trail 2011. p. 5)
Cognitive• Discrepancy among standardized test scores• Superior verbal and communication skills• Visual learner with strong perceptual reasoning skills• High level of reasoning and problem-solving abilities• Conceptual thinker who comprehends “big picture”• Unable to think in a linear fashion (cause-effect)• Auditory processing deficits and difficulty following
verbal instructions**• Slow processing speed and/or problems with fluency
and automaticity• Executive functioning deficits in planning, prioritizing,
and organizing• Highly creative, curious and imaginative• High energy level• Distractible, unable to sustain attention, or
problems with short-term memory• Sensory integration issues (then synesthesia, V-K,
Empath, etc…)
Academic• Demonstrates inconsistent or uneven academic skills• Advanced ideas and opinions• Wide range of interests• Advanced vocabulary• Penetrating insights• Specific talent or consuming interest• Hates drill and practice assignments (1or 2x
learners, would rather dig in than sit and listen)• Difficulty expressing feelings or explaining idea’s or
concepts (lacking languaging and models?)• Work can be extremely messy• Poor penmanship and problems completing paper-
and-pencil assignments• Avoids school tasks, and frequently fails to complete
assignments• Appears apathetic, is unmotivated, and lacks
academic initiative (because they are and do!)
Characteristics of Twice-Exceptional Learners (2)
Interpersonal• Difficulty relating to peers, poor social skills,
and/or antisocial behavior• Capable of setting up situations to own
advantage• Isolated from peers and does not participate
in school activities**• Target of peer bullying• Cannot read social cues• Lacks self-advocacy skills• Disruptive or clowning around (bored!)
Intrapersonal• Highly sensitive to criticism• Perfectionist who is afraid to risk making a
mistake• Denies problems and/or blames others for
mistakes and problems• Believes success is due to ability or luck• Behaves impulsively• Self-critical, has low self-esteem and self-
efficacy• High levels of anxiety and/or depression (deep
thinkers/feelers)• Easily frustrated, gives up quickly on tasks
(knows likes-strengths/dislikes-weaknesses?)
Peer Relationships
• Difference-(top 5% means 95% of the people are different than you!)– Often do not ‘fit in’ well with peers– May be shy and withdrawn or over-active and
excitable, is most often ‘outside’ the norm– Not interested in same things peers are– Ideal to fit with ‘like-minded’ peers for better fit in
intellect, passion, learning and behavior/s.– Twice-exceptional may have twice the peer
relationship challenges!
Things not adding up?
• If you’re in a situation with a child and you that doesn’t make sense…
• … or that leaves you with a sense of frustration…
• …or just leaves you wondering what to do…
• Then you may have encountered a child who is gifted
Educational Ramifications
• Identification requires deep systemic changes in what matters in education:– Requires alternate broad-based talents testing– Funding for testing & subsequent programming– Educational considerations starting in early
childhood through high school. – Specialized differentiated programming and
schools– College considerations?– (UIC has no special considerations or services
for those who are gifted) Visit to UIC office for Disability 11/20/13)
• It is up to us professionals to identify children’s gifts AND children who are gifted by looking for the positive .
• 1-4 or more of your students in every classroom will be gifted, will you find them?
Impacts of “Disability” on learning
Teaching Strategies & Techniques1. Assessments-2. Early Childhood3. Elementary4. Middle School5. High School6. Transition7. Gifted Adults… it doesn’t go away
#1. Who are they here to be?
• Consider the child!
• The largest thing we can do is look at the strengths, gifts, talents and natural preferences, choices and desires of the child…
• Offer and learning-conducive environment then *Follow the child…they will lead their reciprocal learning .
Start with observing the child and providing opportunities, then assessing the child; their unique learning styles, preferences, gifts of unique intelligence and their passions.
I recommend the first 4 Educational Adaptations for all children. The last 2 larger categories of educational adaptations are specific for children who are gifted.
#2- Provide Instruction based on strengths
• Positive Psychology?• Appreciative Inquiry?• American Indian?• Ecological Systemic?
• Starting from higher understanding and basic presuppositions of the children we are teaching .
Teach to the strength, the preference and higher intelligences. No more torturing children with teaching topics that go ‘against’ their grain. (Gina and Chris story)AKIN to Appreciative Inquiry (business communication model)
What if our talents were nurtured from birth?
Joseph Renzulli• “Accountability for the truly
educated mind should first and foremost attend to the students list of abilities.” (Renzulli, 2003 p.1)
Jane Piirto, Ph.D.• …certain aspects of
personality are already present or must be cultivated. (Reynolds, Christopher F. and Piirto, Jan 2005)
Renzulli:“the conspiracy”
• Approaching education form a deficit model ignores gifts and talents
• It squeezes subjects other than math and reading out of the curriculum
• Part of a system that has forgotten important outcomes of education: thinking, reasoning, creativity and problem solving skills
*Students who have not achieved are subjected to endless amounts of repetitious practice material guided by the didactic model. *The drill and kill approach “…has turned many of our schools into joyless places that promote mind numbing boredom, lack of genuine student and teacher engagement, absenteeism, increases drop out rates, and other byproducts of an over-dependence on mechanized learning.” (Renzulli, 2003 p. 4)
The key role is engagement!
(BTW: I SO agree!!!)
If we focus solely or primarily on ‘reading and math’, what are we missing?
• Plan a task and consider alternatives• Monitor one’s understanding and need for additional
information• Identify patterns, relationships, and discrepancies in information• Generate reasonable arguments, explanations, hypotheses, and
ideas using appropriate information sources, vocabulary, and concepts
• Draw comparisons and analogies to other problems• Formulate meaningful questions• Apply and transform factual information into usable knowledge• Rapidly and efficiently access just-in-time information and
selectively extract meaning from that information. • Extend one’s thinking beyond the information given• Detect bias, make comparisons, draw conclusions, and predict
outcomes• Apportion time, schedules, and resources• Apply knowledge and problem solving strategies to real world
problems• Work effectively with others• Communicate effectively in different genres, languages and
formats• Derive enjoyment from active engagement in the act of learning• Creatively solve problems and produce new ideas. (Temple
Grandin man in house scenario)
“Accountability for the truly educated mind in today’s knowledge-driven economy should first and foremost attend to students ability to:”(Renzulli, 2003 p. 5)
Who are you here to be?
• We are all cells in this great life. Like brain cells, liver cells, skin cells, we each have our own function and we can only “be” the cell we have come here to be. (Reagan, H.D. 1980)
• We are born into this life with certain gifts we can offer to our community. It is the reciprocity of community that helps us evolve into our best being. (Lovern, 2008)
What Matters?
If we have the perspective that children are ‘smart’ based on math and reading scores, we ignore the reason why we are really here.
Some American Indian cultures and metaphysical teachers (Lazaris) believe we are spiritual beings; that we join as spirit and soul and choose physical form in this particular space/time dimension. We choose the era, the culture and even choose are parents.
Why? To evolve, to learn particular life lessons that can only be learned in physical form, to evolve and become the best selves we can be.
If so-should we not honor each and every of our gifts of who we are?
#3- Assess for 9 Intelligences
• We currently test for math and reading, then science and writing.
• This exclusive testing focus ignores 7 of Gardner’s 9 Identified Intelligences.
• Of the two tested: verbal-linguistic and Logical-mathematical, both are poorly tested restricted primarily to “math” and “reading”
1. Verbal-linguistic2. Logical-Mathematical3. Spatial-visual4. Bodily-kinesthetic5. Musical6. Interpersonal7. Intrapersonal8. Naturalist9. Existential
Howard Gardner’s Multiple Intelligences
• Specific Academic Area Jot-Down
• The Pfeiffer-Jarosewich Gifted Rating Scales
• Torrance Tests of Creative Thinking: Figural (Mindes, Gayle 2011)
• Off-Level Testing (testing above age/grade levels)
• Developing and Assessing Talent (DAP) Tool
• Family Questionnaires– Assessing family concerns
and priorities• Early Screening-cognitive,
motor, communication, social, play and adaptive behavior skills.
• Any unusual behaviors in the classroom will be an indicator
Limited Assessments Available
#4- Incorporate use of Learning Styles in all InstructionDidactic instruction is GREAT if you are a verbal learner..But what if you learn: visually? Kinesthetically? Socially or alone?
Just like in years past: children in school who naturally used their left hand to write where reprimanded and required to use their right hand…
We as educators insist our children (and our adults in this program!) learn via didactic instruction and in groups.
#5 Instructional Strategies
• Inclusive Strategies (7)1. Curriculum CompactingIdentify each students knowledge of content, assign levels of depth to clusters of children depending on their level of learningHigher-Level Thinking and Problem Solving2. Flexible GroupingGrouping students in groups and classes according to interest, needs and abilities regardless of age; a one room school room is a well-known example.3. Cluster GroupingPlacing 5 or more students with similar needs and abilities with one teacher. Suggested (by me) as a creativity space (see creativity below)4. Tiered AssignmentsVariations of the same lesson ore offered to children depending on their levels of ability5. Problem-Based LearningApplication of critical thinking skills, problem solving skills and learning associated with real world problems.6. Pacing InstructionAccelerating the pace of instruction or material for specific students to learn at more challenging levels. 7. CreativityFostering risk-free opportunities to develop creativity with other gifted students and an adult mentor/teacher. Suggest clustering with such a teacher/mentor.
Curriculum CompactingHigher-Level Thinking and Problem SolvingFlexible GroupingCluster GroupingTiered AssignmentsProblem-Based LearningPacing InstructionCreativity
NO Inclusion! Differentiation and Specialization!Would you want to spend years of your life in a classroom designed for those with a 65 IQ? How about a 75IQ? Would you be bored out of your head? How might your thinking and concepts about ‘Reality” differed?
#6 Alternative Programming
– Mentors, Contracts, Independent Study
– Team Teaching, Cross Grade Classes
– Magnet Classes, Honors Classes, Core Curriculum Classes, Advanced Placement
– Special Schools– Governor’s Schools, Magnet
Schools, Home Schooling– Discipline-focused Schools– Radical Acceleration– (residential, psychiatric)
Often it is important, especially for peer relationships and like-minded contacts to ‘refer out’.
This will be at the very least to the school or district specialist, more than likely to alternate public and / or private resources outside of the school.
Local Resources for you!
The Chicago Gifted Community Center is a volunteer-based nonprofit organization created by parents of gifted children living throughout the Chicago metropolitan area. We found that while a patchwork of meet-up groups, school related organizations and parent groups existed, there was no unifying organization whose sole purpose was to serve directly the needs of local gifted families and to link them all together in a community.
Illinois Association for Gifted Children Upcoming Events
• Tue Dec 03 @ 6:30PM -08:00PMSeminar: It Takes More than Cheering from the Sidelines: Supporting Gifted Students in Competitions
• Mon Dec 09Raising Student Achievement Conference: "Moving All Children Forward"
• Mon Dec 09 @ 7:00PM -09:00PMCGCC Parenting Gifted Seminar: Gifted & Executive Function
• Sat Jan 11 @10:00AM -12:00PMIAGC Committee meetings
• Latest News• IAGC Convention offers Silent Auction• Rethinking Structure in the Gifted Classroom• January 25, 2014, Center for Talent Development Educator's Conference flyer and website• Handouts from Wisconsin Association for Talented and Gifted 2013 Conference
I Teach Mindfulness Meditation
(Specific to the emotionally & intra-personally gifted)
*Mindfulness meditation for teachers, administrators and parents.
*Mindfulness leader training
*Classroom and Districtwide programs available
*Personalized Meditations, Guided Imagery and Journaling Exercises
Providing coaching, guidance and education for over 30 years…
Mindfulness-Based Skills Training 2.0
Mindfulness-Based Skills Training 2.0:Training Your Mind, Changing Your Brain, Transforming Your Life
• This 6-week program will offer 12 hours of training. It will be held in Evanston & limited to 12 participants. Starting Jan 26, it will be held for 6 Sunday afternoons (2:30 PM - 4:30 PM). It will cost: $250 (early registration), $295 (late registration). To accommodate scheduling & learning styles, it will be offered in one of three scheduling formats:
• • Six sessions in 6 weeks: (Jan 26, Feb 02, 09, 16, 23, Mar 02)• • Six sessions in 7 weeks: (Jan 26, Feb 02, 09, 23, Mar 02, 09)• • Six sessions in 8 weeks: (Jan 26, Feb 02, 16, 23, Mar 09, 16)
• If you think you would be interested in this program, please let me know which scheduling format you would prefer by Saturday, Nov 30 @ 11:30 AM. I will let you know the final details the next week.
• Michael J. Banks. If you have any questions about the seminar, call (773) 262-2794 or email ([email protected]).
References 1
Dabrowski, K. (1967). The theory of positive disintegration. Mensa Research Journal.327. New York: Brooklyn.
Delisle, J., & Galbraith, J. (1987). The gifted kids’ survival guide II. Minneapolis, MN:Free Spirit.
Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. (1999) Basic Books
Gargiulo, R. Special Education in Contemporary Society: An Introduction to Exceptionality (2012). 4th Media Edition
Kane, Michele Ed.D. “Living with Intensity: The Social and Emotional Aspects of Parenting a Gifted Child, Professional Lecture: Presentation for Chicago Gifted Community Center, 10/28/13
Gifted Education Program Handbook: Orange County Public School, BOE Orange Co. Florida, 2010. Retrieved from: https://teacher.ocps.net/marta.heistand/media/giftedhandbook200910.pdf
Gifted and Talented Students: A Resource Guide for Teachers. New Nouveau Brunswick Department of Education, Educational Services Division (Anglophone) Revised 2007. Retrieved from: http://www.gnb.ca/0000/publications/ss/gifted%20and%20talented%20students%20a%20resource%20guide%20for%20teachers.pdf
Lovern, Lavonna, “Native American Worldview and the Discourse on Disability.” Essays In Philosophy, Volume 9, Issue 1, Article 14. Philosophy of Disability. 1-1-2008, Pacific University Library
National Association for Gifted Children (NAGC, 2010)
Mindes, Gayle. (2011) Assessing Young Children, 4th Ed., Pearson Education Inc.
References 2
Piirto, Jane Ph.D. (1988) The Myers-Briggs Type Indicator and talented adolescents: Feeling Boys and Thinking Girls: Talented Adolescents and Their Teachers. CAPT Conference, Orlando Florida. Retrieved from http://personal.ashland.edu/jpirrto/htm
Piirto, Jane Ph.D. (1995) Deeper, Wider, Broader: The Pyramid of Talent Development in a Giftedness Construct. Educational Forum, 59, (4), 363-371
Reagan, Harley SwiftDeer. Shamanic Wheels and Keys-Volume 1: The Teachings of the Twisted Hairs Elders of Turtle Island (1980)
Renzulli, Joseph S. The Achievement Gap, the Education Conspiracy Against Low Income Children, and How This Conspiracy Has Dragged Down the Achievement of All Students. University of Connecticut, 2003
Reynolds, Christopher F. and Piirto, Jan. Depth Psychology and Giftedness: Bringing Soul to the Field of Talent Development and Giftedness. Roeper Review, Spring 2005, (27). 3. 164-171.
Roeper, A. (2007). The “I” of the beholder: A guided journey to the essence of the child. Scottsdale, AZ: Great Potential Press.
Silverman, L. K. (1993). A developmental model for counseling the gifted. In L.K. Silverman (Ed.), Counseling the Gifted and Talented (pp. 51-78). Denver, CO: Love Publishing Co.
Silverman, L.K. (2003). Gifted children with learning disabilities. In N. Colangelo & G.A.
Davis (Eds.), Handbook of gifted education (3rd ed., pp. 533-543). Boston: Allyn & Bacon.
Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching and Counseling Gifted Students. (2011) Prufrock Press, Inc. Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Press
Winebrenner, S. (2001). Teaching gifted kids in the regular classroom (2nd ed.). Minneapolis, MN: Free Spirit Press
