Robin Gillespie Fall 2009

Too often the reality for gifted students is that their needs are not met in the regular classroom. Braggett (1994) reminds us of this when he states "... it is found that gifted students frequently meet the competencies – at least in part – before new work is introduced… -Tomlinson, 1995 Introduction

1.Creation of confusion and self-doubt for the child 2.Production of high levels of frustration 3.Disillusionment with school, teachers, and authority in general 4. “Turn-off" from learning and an indefensible education -Cathcart, 1994 Implications of Repeating Mastered Work or Working Below Correct Levels

These same implications exist if we don't recognize individual differences related to interests, learning preferences, and cultures. -Cathcart, 1994

Gifted Program Goals 1)Provide for mastery of basic skills at an appropriate pace and depth 2)Promote critical thinking abilities 3)Provide an environment that encourages divergent thinking 4)Foster inquiry and challenging attitudes towards life-long learning 5)Develop advanced oral and written skills Van Tassel-Baska & Stambaugh, 2006

Gifted Program Goals continued 6) Develop research skills and methods 7)Understand real world systems of knowledge/themes/problems 8)Develop self-understanding 9)Facilitate opportunities to extend learning beyond the school walls 10) Enhance abilities to set goals and plan for the future Van Tassel-Baska & Stambaugh, 2006

Curriculum Philosophy for the Gifted The most effective curricula for the gifted incorporates all of the following philosophies to some degree: Curriculum as development of cognitive process Curriculum as technology Curriculum as personal relevance Curriculum as social reconstruction Curriculum as academic rationalism Curriculum as precursor to a professional career -Van Tassel-Baska & Stambaugh, 2006

Curriculum Foci for the Gifted: 1) Continue advocating world-class standards in all traditional curricular areas 2) Continue searching for optimal match between characteristics of the learner and the curriculum 3) Shift thinking from basing instruction on predictive test measures to examination of levels of student performance to determine who needs more advanced work in an area Colangelo, Assouline, & Gross, 2004 Van Tassel-Baska & Stambaugh, 2006

The major, most effective interventions for gifted students? Acceleration, enrichment, and counseling! Mulrine, C. (2007); Colangelo, Assouline, & Gross, 2004 Van Tassel-Baska & Stambaugh, 2006

A Nation Deceived: How Schools Hold Back America’s Brightest Students  50 years of compelling research on educating the gifted and talented  Available as a free download from: D_vl.pdf D_vl.pdf (must have Adobe Acrobat Reader) -Colangelo, Assouline, & Gross, 2004

Differentiation in curriculum should be based on learner characteristics and needs. Bowerman, M. & Duncan, S., 2005

Curriculum dimensions that may be differentiated: Content Process Product Concept Dimensions Ng, W. & Howard, N., 2007

Future Problem Solving Destination Imagination History Day Stock Market Game Forensic League Hands-On Equations Science Olympiad Scholars Bowl Examples of Academic Competitions & Curricular Options that Teach Creative/Critical Thinking Skills

Bibliography Braggett, E. J. (1994). Developing programs for gifted students – A total school approach. Victoria: Hawker Brownlow. Cathcart, R. (1994). They're not bringing my brain out. Auckland: REACH Pub. Bowerman, M. & Duncan, S. (2005). Technology for all. T.H.E. Journal, 32(10). Retrieved September 28, 2009, from MasterFILE Premier database. Eckstein, M. (2009). The gifted kids network. Gifted Child Today, 32(2). Retrieved September 28, 2009, from MasterFILE Premier database.

Siegel, D. (2008b, Winter 2008). Working with wikis. Gifted Child Today, 31(1), 14. Retrieved September 28, 2009, from MasterFILE Premier database. Siegle, D. (2009, Spring2009). Literacy in the 21 st century: The fourth R-Video recording. Gifted Child Today, 32(2). Retrieved September 28, 2009, from MasterFILE Premier database. Van Tassel-Baska, J. & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd edition). Boston: Pearson Education, Inc. Wallace, P. (2005, June). Distance education for gifted students: Leveraging technology to expand academic options. High Ability Studies, 16(1), Retrieved August 31, 2009, doi: /