1. Identifying the Gifted Children Across your School From Caterpillar to Butterfly

2. The Agenda 1.Finding students with talent potential within your classroom and school 2.The importance of a whole school approach. 3.Looking differently at students 4.Steps to finding them. 5.Sharing and building momentum in your school

3. From Gagné  Gifted behaviours are the natural, untrained abilities in a range of domains  Talented performance is the result of systematic nurturing and development, resulting from practice, coaching and maturation and is demonstrated through field related skills and performance  Those who are talented perform within the top 10% of the population.  Talented performance is a choreography of the catalysts – environment, intrapersonal characteristics, giftedness and the developmental process.

4. From Gagné  Without a program of talent development there is less chance of a gifted person reaching their potential  Talent development is about both environmental and intrapersonal characteristics  The developmental process is about practice,, coaching, maturation and time.

5. Who can identify the students we are talking about?  Classroom teachers  Parents  Counsellors  Other students  Others who work with students – sport coaches, dance teachers, external tutoris, music teachers  Students themselves  All of the above.

6. Activity 1.Write 10 things you would notice that might indicate possible talent potential. 2.Share with a partner – think about the youngest group in your school and the oldest group, What are the differences? 3.Join with another pair – combine your lists for a master list.

7. Checking in  Evidence of fast learning  High curiosity in unusual ideas  Unexpected depth of knowledge  Language  Humour  Intensity  Memory  Keen interest in recoding  Poor work habits  Multi-tasking

8. And …..  Boredom, daydreaming  Overdoing work  Unfinished, incomplete work; low quality  Interfering with others  Procrastinating  Smart alec behaviour  Calling out/dominating classroom discussion

9. Why think at a school level?  Entry ability  Development rates  Offering chances to show potential  The right of every child to challenging learning within their ZPD

10. Ways to address it at a whole school level  A whole school policy that begins considering students as soon as they enter the school  Track evidence – keep records of demonstrations of talent at enrichment days, extracurricular tasks  Think outside the box – what are the ways students can demonstrate potential ?  Listen to what students offer an suggest  Offer broad opportunities and then refine it.  Look beyond schoolhouse giftedness.

11. Activity Teacher pleaser? Schoolhouse giftedness? Talent? Take your earlier list and decide which of your indicators are those which relate to schoolhouse giftedness - while this is important who does this miss? How might you notice the creative gifted students? Those with social/emotional giftedness? Share and combine ideas.

12. Reflection  A formal test is not the only way to identify gifted children – and should really be the confirmation after an analysis of other data.  Talent is noticed over time – a portfolio of evidence will provide ample evidence, without relying on formal testing.

13. Noticing evidence in KLAs  Groups of 6 – ensure you have someone with an interest in each KLA.  Divide into KLA groups – ensure there is a representation from each home group.  Focus on your KLA – what might indicate an expert in this KLA at various levels of schooling – think about the skills and knowledge needed, the types of focus areas that fascinate experts in this area.  Make a list of things to look for.

14. Conclusion  Those with talent potential can be noticed in lots of different ways over their time in school.  We need to be alert to their potential in a variety of ways – not rely on a single test, or piece of evidence.  The potential a child has exists when they enter school, as they continue through school and as they reach the point of independent learners,  Can we give them the chance to shine?

15. A Process for Identification: Step 1: collect anecdotal evidence  Student completes a task at a deeper, higher level than expected.  Student contributes to classroom discussion with complex, relevant input  Student connects learning across KLAs or from earlier – makes an interesting conclusion  Student completes work accurately and speed  Students responds to material with obvious knowledge

16. Step 2  collect empirical evidence :  Record results in standardised tests from earlier in school life  Record classroom testing data – class tests. Assignments,, classwork  Collect evidence from external sources – music exams, outside testing, succession competitions

17. Step 3  Collect anecdotal evidence from a range of sources  Parents  Other teachers  Specialist teachers  Coaches  The students  Their peers and family

18. Step 4  Start to seek patterns of evidence  What types of patterns do you notice?  Are there clear areas of excellence?  Are there consistent examples of needs?  Are there gaps in the evidence?

19. Step 5  Observe and note the student in a range of settings  The playground  The sport field  The musical  Excursions  Free time  Library borrowings

20. Step 6  Talk to the student and their family  Include them in your thinking  Look beyond the conversation  Be prepared for them to hide or deny their talent

21. Step 7  Put it all together – what picture do you have of this student?  Is further standardised testing needed?  What else do you need to know?

22. Step 8  Explore options –what can the school offer this student?  Acceleration  Opportunities for mentors  Different content  Enrichment  Skills development

23. Step 9  Set goals and time frame  Allocate a program guide  Check in with the student that the program ideas suit them  Set out a contract or program  Implement it

24. Step 10  Review and adjust the program  Keep records  Make notes of success  Continue to plan and establish the needs for the student  Allow scope for flexibility

25. Building whole school knowledge.  Information  Exploration  Getting it into the classrooms  Collect evidence  Celebrate success