1. The Development of Gifted Education in HK March 2010 Mr Abraham Tang Associate Director, Student Programmes and Services 鄧景康 總監 ( 學生服務 )

2. Rundown of this Presentation The Background and Development of HKAGE About the HKAGE

3. Gifted Education in Hong Kong

4. Milestones of GE in Hong Kong 1990 The Education Commission Report No.4 initiated the development and implementation of GE in Hong Kong 1994 Launch of 3-year ‘Pilot School-based Programme for Academically Gifted Children on programme planning, curriculum development, student selection and teacher training 1995 Fung Hon Chu Gifted Education Centre was established as a resource centre for promoting and supporting gifted students, parents and teachers 1996 Education Report recommendation that gifted education should be included in the core curriculum of initial teacher education, in refresher courses and in long term development programmes for teachers 2000 Current gifted education policy - three-tier framework- in Hong Kong was formulated 2003 Gifted Education Section of Education & Manpower Bureau (now EDB) was formally established to implement the gifted education policy 2006 HKSAR Government first moots establishment of the Hong Kong Academy for Gifted Education 2008 Executive Director of HKAGE takes up post

5. Education Commission Report No.4 香港教統會第四號報告書 a high level of measured intelligence specific academic aptitude in a subject area creative thinking superior talent in visual and performing arts natural leadership of peers psychomotor ability – outstanding performance or ingenuity in athletics, mechanical skills or other areas requiring gross or fine motor coordination Strategy paper in 2000 the 3-tier service delivery mode

6. Three-tier Implementation Model and Target Students Student Category Mode Level Three: Off-site support Level Two: School-based pullout programmes Level One: School-based whole-class approach Curriculum Content Specialized (Subject/Domain) General Enrichment All students Students with special talents/ outstanding academic results Students with outstanding performance in specific domains Students with outstanding performance in academic subjects Exceptionally gifted students

7. So what is intelligence? The ability to perform tasks more quickly, The ability to reason well and solve problems more readily, The ability to handle complexity, and The ability to adapt to new environmental demands and to shape environments.

8. Conceptions of Giftedness Witty: A child is gifted whose performance in a potentially valuable line of human activity is consistently remarkable (1958) Passow: Talent is the capacity for superior achievement in any socially valuable area of human endeavor, but limiting the areas to such academic fields as languages, social sciences, natural sciences, and mathematics and such artistic fields as music, graph and plastic arts, performing arts, mechanic arts, and the field of human relations (1965).

9. Conceptions of Giftedness Renzulli: Composite set of factors treated equally (creativity, motivation, and above average intelligence ) (1978) Gardner: Extraordinary ability/performance in seven different intelligence areas, including verbal, logical mathematical, spatial visual, musical, kinesthetic, intrapersonal, and interpersonal (1983)

10. Multiple Intelligences Multiple Intelligences Gardner, 1983 Spatial Linguistic Bodily-Kinesthetic Interpersonal Intrapersonal Musical Logical- Mathematical

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12. Definitions of Giftedness

13. Renzulli’s Three-Ring Model Above average abilities: general abilities (like processing information, integrating experiences, and abstract thinking) and specific abilities (like the capacity to acquire knowledge, perform in an activity). Creativity: the fluency, flexibility, and originality of thought, an openness to experience, sensitivity to stimulations, and a willingness to take risks. Task commitment: motivation turned into action. Without task commitment high achievement is simply not possible. Only if characteristics from all three rings work together can high achievement or gifted behaviour be witnessed.

14. François Gagné DMGT Model Gifts & talents Domains of giftedness Fields of talents Catalysts Giftedness corresponds to competence which is distinctly above average in one or more domains of human aptitudes

15. Giftedness: Contemporary Understanding David Perkins synthesizes much of the research and theories of intelligence and groups them into three strands: Neural intelligence is rooted in a biological system and determined by neural efficiency—the brain’s physical processes. This is the most traditional view of intelligence. Neural intelligence is rooted in a biological system and determined by neural efficiency—the brain’s physical processes. This is the most traditional view of intelligence. Experiential intelligence involves “know-how” or knowledge of typical patterns or situations. As a result, intelligence is a matter of experience with thinking in particular contexts. Experiential intelligence involves “know-how” or knowledge of typical patterns or situations. As a result, intelligence is a matter of experience with thinking in particular contexts. Reflective intelligence is based on knowledge of thinking strategies— knowing how to think, how to monitor one’s thinking, and how to persist. Reflective intelligence is based on knowledge of thinking strategies— knowing how to think, how to monitor one’s thinking, and how to persist. Perkins suggests that instead of choosing one, all three strands contribute to intelligent behavior Perkins 1995 “Outsmarting IQ: The Emerging Science of Learnable Intelligence”

17. High IQ scoreIntelligence is multifaceted Diagnosis and treat approach Education-provision Approach: Verifying that services are appropriate, challenging and developmental Identifying and labeling students as ‘gifted’ Recognizing the needs for differentiating our responses Screening and referral Searching for strengths and talents in many ways A shift from… to…

18. All Learners are not the Same! “We are not all the same; we do not all have the same kinds of minds; education works most effectively for most individuals if these differences….are taken into account rather than denied or ignored” “We are not all the same; we do not all have the same kinds of minds; education works most effectively for most individuals if these differences….are taken into account rather than denied or ignored” Gardner 1995 “Reflections on Multiple Intelligences” Gardner 1995 “Reflections on Multiple Intelligences”

19. Giftedness: A Changing Concept IN THE PAST giftedness concerned primarily with high IQ giftedness concerned primarily with high IQ assumed that gifted students were born with high intelligence – genetic trait assumed that gifted students were born with high intelligence – genetic trait students identifiable by high grades and test scores; capable of excelling in all areas of school and of life students identifiable by high grades and test scores; capable of excelling in all areas of school and of life Unchangeable over time Unchangeable over timeTODAY There are different ways if being gifted (Gardner, Renzulli, Sternberg) There are different ways if being gifted (Gardner, Renzulli, Sternberg) Learning predispositions Learning predispositions Conventional IQ tests only measure logical-mathematical & linguistic intelligence Conventional IQ tests only measure logical-mathematical & linguistic intelligence Many IQ tests have a “ceiling effect” Many IQ tests have a “ceiling effect”

20. Myths about Gifted Students Gifted children are smart, so they can get by on their own When students are not presented with learning experiences that are appropriate for their abilities, they lose motivation and sometimes even their interest in learning and school. Brain research suggests that the brain will not maintain its level of development if students are not challenged When students are not presented with learning experiences that are appropriate for their abilities, they lose motivation and sometimes even their interest in learning and school. Brain research suggests that the brain will not maintain its level of development if students are not challenged Gifted students excel in all school subjects While there are students who are high achievers in all areas, many others have subject-specific strengths. Gifted students may struggle in some subjects or activities, while they soar in others. Some gifted students even have learning disabilities – twice exceptionality While there are students who are high achievers in all areas, many others have subject-specific strengths. Gifted students may struggle in some subjects or activities, while they soar in others. Some gifted students even have learning disabilities – twice exceptionality

21. Myths about Gifted Students Gifted students are a homogeneous group Just like any other group, gifted students have different interests, areas of strength, ability levels, and temperaments. There is not a definitive list of gifted characteristics, nor will all students’ needs be met with the same strategies. Providing differentiated instruction is a necessity, even in advanced classes Just like any other group, gifted students have different interests, areas of strength, ability levels, and temperaments. There is not a definitive list of gifted characteristics, nor will all students’ needs be met with the same strategies. Providing differentiated instruction is a necessity, even in advanced classes All children are gifted This is a well-intentioned belief, and it is true that all children can learn and all children have areas of strength. Nevertheless, it is a fact that some students learn more quickly and are capable of a higher level of work than their age. Gifted students need different content and instruction in order to meet their needs This is a well-intentioned belief, and it is true that all children can learn and all children have areas of strength. Nevertheless, it is a fact that some students learn more quickly and are capable of a higher level of work than their age. Gifted students need different content and instruction in order to meet their needs

22. Learning Characteristics of Gifted Students Superior learning process Motivation to learn and learning style Learning outcomes Relations with peers Self-perception and affective aspects Uneven rates of development

23. Thank you for listening www.hkage.org.hk