2. They say my child is gifted….. What does that mean?

3. The Law Originally defined in 1972 (Dr. Marland, U.S. Dept. of Education) Current Federal Definition (1997) reads : “The term gifted and talented students means children and youth who give evidence of high performance capability in areas such as (1) intellectual, (2) creative, (3) artistic, or (4) leadership capability or in (5) specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.”(P.L. 100-297, Sec. 4103 Definitions)

4. Differences Between the Bright Child and the Gifted Learner Bright ChildGifted Learner Knows the AnswerAsks the Question Is InterestedIs Highly Curious Has Good IdeasHas Wild, Silly Ideas Top GroupBeyond the Group Learns with EaseAlready Knows Is ReceptiveIs Intense Enjoys SchoolEnjoys Learning Absorbs InformationManipulates Information Is AlertIs Keenly Observant Works HardPlays Around - Tests Well

5. Three-Ring Concept of Gifted Behavior Rings are: Above Average Ability Creativity Task Commitment Gifted Behavior occurs when a combination of the three areas are brought to bear on general and specific performance areas

6. Three-Ring Model “get your rings together” “in certain people, under certain circumstances, at certain times”

7. Behavioral Characteristics of Giftedness adapted from Renzulli, J. & Reis, S. The Schoolwide Enrichment Model. 1985. General Characteristics ·Hyper - lots of energy ·Seeks information just to know it ·Knowledgeable on many topics ·Quick to recall information ·Skeptical and critical ·Spots inconsistencies

8. Above Average Ability ·High levels of abstract thinking; asking how and why ·Powerful memory ·Verbal fluency; good readers; excellent vocabularies ·Rapid, accurate, and selective retrieval of information ·Application of general abilities to one or more specialized areas of knowledge or human performances (e.g. the arts, leadership, languages, etc) Behavioral Characteristics of Giftedness adapted from Renzulli, J. & Reis, S. The Schoolwide Enrichment Model. 1985.

9. Creativity ·Fluency, flexibility, elaboration and originality of thought ·Receptiveness to what is new and different (even irrational) ·Curious, speculative, adventurous and “mentally playful” ·Willing to take risks in thoughts and actions, even to the point of being uninhibited ·Feels intuitively; follows hunches ·Functions under conditions devoid of structure; brings order out of chaos ·Sensitive to detail; aesthetic characteristics of ideas and things Behavioral Characteristics of Giftedness adapted from Renzulli, J. & Reis, S. The Schoolwide Enrichment Model. 1985.

10. Task Commitment ·High levels of interest, enthusiasm, fascination and involvement in a particular problem, area of study, or form of human expression ·Capacity for perseverance, endurance, determination, hard work, and dedicated practice ·Self-confidence; a belief in one’s ability to carry out important work ·Setting high standards for one’s work ·Tolerant of failure of efforts Behavioral Characteristics of Giftedness adapted from Renzulli, J. & Reis, S. The Schoolwide Enrichment Model. 1985.

11. Some Learning Characteristics of Gifted Children and Concomitant Problems Retentiveness –Dislike for routine and drill Keen power of observantion –Possible gullibility Creativeness and Inventiveness –Rejection of the known; need to invent for oneself Power of concentration –Resistance to interruption Persistent, goal-directed behavior –Stubbornness High energy –Frustration with inactivity and absence of progress

12. What can I do for my child?

13. Motivating Your Child Success Comes From Effort, Not Merely Ability Smart is not something you just are. The highest achievers are often those who have worked the hardest and done the most with the gifts they have. Smart is something you can get.

14. RIMM’S LAWS Children learn appropriate behaviors if they have an effective model to follow Children develop self-confidence through struggle. Children develop confidence and an internal sense of control if power is given to them in gradually increasing increments.

15. RIMM’S LAWS Overreaction by parents to a child’s successes (or failures) leads the child to feel intense pressure to succeed (or discouragement in dealing with failure). Children feel more tension when they are worrying about their work than when they are doing the work.

16. RIMM’S LAWS Children are more likely to become achievers if parents give a positive message. Children will become achievers only if they learn to function in competition. Children will continue to achieve if they see the relationship between the learning process and its outcomes.

17. Ways to Praise A Child WOW - WAY TO GO - YOU’RE SPECIAL - YOU’RE PRECIOUS - FANTASTIC JOB - AWESOME - I RESPECT YOU - YOU’VE DISCOVERED THE SECRET - HOORAY FOR YOU - LOOKING GOOD - HOT DOG - YOU MAKE ME LAUGH - A BIG KISS - A BIG HUG - SAY I LOVE YOU P.S. REMEMBER A SMILE IS WORTH A THOUSAND WORDS