1. LinC Presentation “Gifted”
By: LaVonda Senn

2. 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?

3. 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

4. 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

5. 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

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

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

8. 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

9. 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

10. 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

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