LinC Presentation “Gifted” By: LaVonda Senn

The Five W’s and the H Why should we teach divergent, and critical thinking? What is our theoretical basis for teaching this way? Who do we target to teach these skills? Where do we get the needed resources? When should we teach this way? How do we teach this way?

Renzulli’s Schoolwide Enrichment Type I-General exploratory activities- consists of those experiences and activities that are designed to bring the learner into touch with the kinds of topics or areas of study in which he or she may have a sincere interest. Ex. Students pursue exploration activities purposefully. Type II-Group training activities- consists of methods, materials, and instructional techniques that are mainly concerned with the development of thinking and feeling processes. Ex. Training exercises (brainstorming, Comparisons, evaluation, awareness, appreciation Type III- Individual and small group investigations of real problems-Consists of activities in which the youngster becomes an actual investigator of a real problem or topic, by using the appropriate methods of inquiry. Ex. Too many students in the lunchroom at one time, A bigger school gymnasium is needed The Enrichment Triad Model: a guide for developing Defensible programs for the gifted and talented by: Renzulli

Treffingers Nurturing Creativity A Model of Creative Learning Level I Learning Basic Thinking Tools Level II Learning and Practicing Problem Solving Models Level III Dealing with Real Problems and Challenges Creativity and Giftedness by Treffinger

Sternberg’s Theory of Intelligence Sternberg states that there are three types of intelligence that make up successful intelligence. These are creative, analytical, and practical. Creative intelligence is used when a person creates, invents or discovers. Analytical intelligence is used when a person analyzes, evaluates, compares or contrasts. Practical intelligence is used when a person puts into practice, applies, or uses what he or she has learned. Teaching for Successful Intelligence by Sternberg &Grigorenko

Tests of Creativity Torrance test of Creativity Draw-Starts Portfolio assessment Product assessment

What are some examples of creativity? Drawings Paintings Music Literature Speeches Poetry Choreography

How can Educators recognize creative characteristics? Some hereditary and past and present environmental components underlie well functioning creative process. Self-sufficient, self-reliant, independent, autonomous, self-activated, self-initiated, self-directing, self-guiding, self-accepting, self-confident, self-assertive, self-productive, self-developing and growing, self-educating, and self-discovering. Tend to have greater self-insight, self-awareness, and self-understanding by learning more about themselves. i.e. culturally diverse gifted individuals Generally have better self-concepts than others. Learn from their own experiences and from their own thinking and are more aware of and open to their own inner impulses, all of which influence their creations. Search for and cultivate variety and are attracted to trailblazing, path-creating activities (Taylor & Holland, 1962,1964) Creativity and Giftedness by Treffinger Pg.59

How do I teach Creativity? Personal Creative Thinking Techniques. Brainstorming Attribute listing Mental Experiments Inspiration Reflection of own creativity Modeling Creativity Creativity and Giftedness by Treffinger

Methods for Modifying Content! Content Enrichment -The teacher provides gifted students with a variety of materials or references that will elaborate on the basic concepts to be taught in the standard program. Content Sophistication- a somewhat different strategy is to provide material that will allow gifted students to see larger systems of ideas and concepts related to the basic content of the course. Content Novelty- Another strategy is to introduce Completely different material from the regular program that would not be provided to the average student, such as a mini-course on probability. Content Acceleration- this means that the program provided to gifted fifth-graders will resemble the program given to the average Seventh-or eighth-graders, thus there might be an early introduction of algebra or geometry. Teaching the Gifted Child by Gallagher And Gallagher

Consultation Utilize your resources Create opportunities to help yourself succeed Provide acceleration in areas that children excel in Ask questions and seek advice