1. a Diversity Framework for teaching Gifted Learners .
Presented by: Dr. Joy Lawson Davis
Virginia Union University
Gifted Education Consultant, Author & Scholar
Richmond, VA- USA
International Research Association for Talent Development and Excellence (IRATDE) 2017 l

2. Discussion will explore creating classrooms…
Where all ethnic groups are valued and respected
Where teachers understand the varied manifestations of giftedness
That integrate the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student's cultural identity.
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3. OVERVIEW
As a global community, our origins vary, yet the intellectual and academic needs of our advanced ability and gifted learners are the same. Advanced and gifted students need to experience intellectually   challenging environments that help them connect with the concerns of the world around them and with their own interests and inclinations.
Concomitantly, these students also need instruction that will position them to solve the future's problems as they explore symbiotic relationships across disciplines. 
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4. The wholistic view Community/History gender culture Gifted potential
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5. The framework…
This new framework suggests that using the strengths and unique traits of diverse cultures and individuals as a foundation for units of instruction will be more appealing to advanced students across cultural and gender groups.
The framework uses principles of culturally relevant pedagogy and best practices in the design of rigorous curriculum to provide exemplars for primary through secondary education.
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6. Valuing culture of all students leads to
Enhanced understanding of strengths students bring to classroom environment
Improved teaching and learning environments
Increased possibility that giftedness will be recognized, nurtured and fully developed
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7. Formulating the framework
High end curriculum
Culturally Responsive
pedagogy
Diversity Framework for Gifted learners
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8. Framework indicators/principles (Davis, J.L., 2017)
1. Integrates cultural norms
2. Engages students to emphasize strengths
3c. Ensures rigorous content attainment
4. Utilizes authentic literature & historical content
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9. Cultural Norms
All cultures/ethnic groups have norms, values that shape and form their ‘way of living’. These norms have historical significance and provide a worldview that may differ from that of others. All norms should be valued within the context of the global community
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10. To create a culturally responsive framework across cultures, examine strengths and inclinations of culturally diverse gifted learners
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11. Strengths of Diverse gifted learners
High Verbal ability; Fluency & elaboration expressed in writing, speaking
Situational, pragmatic problem solvers/demonstrating practical intelligence
High motivation for learning new ideas
Flourish in hands-on learning environments
Energetic and able to function in multiple modalities simultaneously
Preference for group/familial over individual learning situations
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12. Alignment with Curriculum &Instruction
Strengths of learners
Alignment with Curriculum &Instruction
Visual Spatial
STEM disciplines
Creativity
All disciplines
Movement, Verve
Fine Arts, Athletics
Verbal (Oral/Written)
Humanities/LA./Storytelling/Theatre
Leadership
Social Justice/Humanities/History
Problem Solving
Problem based learning and Research across
Intense/Persistent/
Resilient
All disciplines, tasks
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13. 1. Integrates cultural norms
Communalism emphasized
Storytelling within the group and for historical purposes is valued
Religion and moral/ethical norms considered equally important NOT in deference to others
Family customs considered in the context of the learning environment
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14. 2. Engages students to emphasize strengths
Allows students to complete learning inventories
Multimodal (cross disciplinary) study/content encouraged
Instructors use a range of strategies to meet the needs of varied students (oral, written, hands- on, etc)
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15. 3. Ensures rigorous content attainment
Early and sustained access to high end learning environments
Acceleration is the norm; students are assessed and placed on appropriately challenging levels in the Sciences and Humanities
Early post secondary options provided via partnerships with Universities and Expert Instructors in Technology, Mathematics, Sciences, and Languages
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16. 4. Utilizes authentic literature & historical content
Ethnomathematics
Critical thinking/strategy games from around the world
Representational Literature is critical
Classic literature from all continents among reading selections
Historical content written by members of all groups to share their authentic story is valued and necessary
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17. SELECTED ‘HIGH END’ CURRICULUM INTERVENTIONS that align with the Diversity Framework
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18. Curriculum designed for high potential learners
PROBLEM-BASED LEARNING (PBL)
INTEGRATED CURRICULUM MODEL (ICM)
MENTORING MATHEMATICAL MINDS (M3)
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19. PROBLEM BASED LEARNING
SOLVING AN ILL STRUCTURED REAL LIFE PROBLEM
WORKING AS A GROUP/TEAM OF PROBLEM SOLVERS
PREPARE RESOLUTION TO PRESENT TO INTERESTED STAKEHOLDERS
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20. MENTORING MATHEMATICAL MINDS (M3)
RESEARCH BASED- JAVITS GRANT FUNDED
GRADES 3-6
HANDS ON, PROBLEM SOLVING PRE-ALGEBRA, ALGEBRA, GEOMETRY
USE OF MATRICES, RUBRICS
RELEVANT PROBLEMS
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21. Critical Cultural competencies
Understand Culturally Sensitive Terminologies/Constructs
Be Sensitive to student differences and similarities
Maintain focus on Academic Excellence
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22. Importance of authentic historical content
Representation matters
Valuing contributions of all members of society at different levels is important
Discovering, using and producing authentic literature and historical content is critical
Literature that represents varied viewpoints over time adds significance and value to instructional content and learner experiences
Engaging role models across disciplines and genders is valued and will create a stronger sense of belonging for all students
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23. Identify effective ways to alter attitudes of teachers so that they are willing to reflect upon and change as appropriate their long- held views about teaching, culture, and learning
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24. Diverse Gifted learners need
Educators who respect and value their differences
Classrooms that provide a sense of belonging
Role models from similar experiences
Educators who understand their cultures, norms and traditions
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25. Q&A
Thank you!!
Contact info:
Dr. Joy Lawson Davis
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