1. By: Stephanie Atkinson, Phil Davis, and Ben Taulbee

2.  Gifted students are a homogeneous group, all high achievers.  Myth  Gifted students who do well in school may define success as getting an “A” and failure as any grade less than an “A”.  Truth  The social and emotional development of the gifted students is at the same level as his or her intellectual development.  Myth  Gifted students can accomplish anything they put their minds to; all they have to do is apply themselves.  Myth  Gifted students are often perfectionists and idealistic.  Truth http://www.youtube.com/watch?v=MDJst-y_ptI

3.  “Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.”  - Chapter 14 in Special Education in Contemporary Society

4.  Children capable of exceptional levels of performance include those with demonstrated achievement and/or potential ability in any of the following areas: 1.General intellectual ability 2.Specific academic aptitude 3.Creative or productive thinking 4.Leadership ability 5.Visual performing arts 6.Psychomotor ability

5.  Math  Visual Arts  Physical sciences  Philosophy  Social sciences  Law  Religion  Language arts  Music  Life Sciences  Movements arts

6.  Cartooning  Jewelry Design  Choreography  Film Making  Electronics  Musical composition  Poetry  Astronomy  Map making  Chemistry

7.  Radically accelerated in an area  Few or diminished social skills  Generalize based on limited information

8. “Gifted behavior occurs in certain people, at certain times, under certain circumstances.” - Joe Renzulli

9.  “The goal of assessment is to enable educators and parents to address the strengths and needs of children… in one or several categories.”  – Special Education in Contemporary Society

10.  Multifactor assessments  Assessing creativity  Each category of giftedness must be individually assessed using informal and formal measures. ◦ Informal measures  Jot-down sheets  Checklists ◦ Formal measures  Tests of intellectual ability  Off-level testing

11.  The use of informal or formal measures intended for older children  Important in assessing giftedness in a specific academic areas  Examples:  SAT (in middle school)  Woodcock-Johnson III Tests of Achievement

12. “Differences are important to recognize because they indicate the type of instructional modifications needed…” -Special Education in Contemporary Society, Chapter 14  Levels of performance  Social skills  Physical ability  Academic ability

13.  Alfred Binet  Initiated intelligence testing  William Stern  Developed IQ formula  Lewis Terman  Founder of gifted education  Debunked myth of “early ripe” leads to “early rot”  Leta S. Hollingworth  Wrote first comprehensive text book on gifted education  Believed giftedness is influenced by both heredity and environment  J.P. Guilford  Multiple intelligences  Virgil Ward  Differential education

14.  Development of intelligence testing began in the late nineteenth century  Formula for IQ followed soon after  In 1925 the standard of a 140 IQ or higher defined giftedness  In 1926, attention was brought to the emotional needs of children who were gifted  Classes were started for children with gifts and talents

15.  1954: the National Assiciation for Gifted Children (NAGC) was founded  1957: legislation began challenging students with gifts and talents in math and science  Multiple intelligences were studied in 1967  1975: PL 94-142 passed and increased legislation protecting rights of students with gifts and talents  1980’s – present: legislation continues to improve the educational opportunities for students with gifts and talents

16.  Linguistic  Logical-mathematical  Spatial  Bodily- kinesthetic  Musical  Interpersonal  Intrapersonal  Naturalist

17.  According to the NAGC, approximately 3 million school aged children are gifted  Six percent of the school aged population is considered gifted or talented  Each state has its own definition of who is gifted and talented, therefore, every state differs in numbers

18.  There is no definite answer to the cause of giftedness and talent, but a combination of genetic make-up and environmental stimulus is the current theory.  Gifts and talent are not fixed at birth, they have potential at birth.

19.  Academic and learning characteristics  Ability to reason and think abstractly  Acquires information easily  Enjoys learning  Highly inquisitive  Social and emotional characteristics  Works well independently  High energy level  Self-confident  Exhibits qualities of leadership

20.  Visual/ performing arts  Leadership  Creative thinking  General intellectual ability  Specific academic ability http://www.youtube.com/watch?v=Qd LZ01Ulws8

21.  Differentiation is necessary to accommodate children’s differences and to provide a learning environment in which individuals can thrive.  Preassessment is key in making sure appropriate levels of instruction are being used in each area so NEW learning can occur.

22.  Curriculum compacting  Higher-level thinking and problem solving  Flexible grouping  Cluster grouping  Tiered assignments  Problem-based learning  Pacing instruction  Creativity

23.  Students with gifts and talents require a rigorous curriculum that is intellectually challenging.  Regular classrooms are too restrictive  Many schools provide a continuum of services designed to meet the specific needs of students who are gifted.

24. Specific continuums of service include  Gifted resource services  Acceleration programs  Independent study  Honors and advanced placement courses  Mentorships  Self contained classes and special schools  Summer and Saturday programs  Competitions  Pull-out program

25.  Students who are twice exceptional, sometimes referred to as paradoxical learners, are defined as students with two or more disabilities.  A child identified as gifted may also have a learning disability, behavioral disorder, a sensory impairment, a physical disability, or ADHD.

26.  Many girls who are gifted are superior physically, have more social knowledge, and are better adjusted when they are younger, but this drops when they hit adolescence.  Gifted girls take less rigorous courses than gifted boys in high school.  Highly gifted girls do very well academically, but receive very little recognition.

27. Bright Gifted Knows the answerAsks the question Is interestedIs highly curious Is attentiveIs mentally and physically involved Has good ideasHas wild, silly ideas Works hardPlays around, yet tests well. Answers the questionsDiscusses in detail Top groupBeyond the group Learns with easeAlready knows 6-8 repetitions for mastery1-2 repetitions for mastery Enjoys peersPrefers adults

28.  Sally works hard, asks questions, and is at the top of her class. She is very attentive in class and learns with ease. She loves being with her peers and has great ideas. Is Sally bright or gifted?  Greg asks many questions, is curious, plays around, and has wild, crazy ideas. He already knows many of the things he is taught in his classroom and prefers to talk with teachers rather than with his peers. Is Greg bright or gifted?

29. 1. What does it mean to be talented and gifted? 2. T/F: Jimmy needs to repeat a word, on average, 7 times before he remembers it. Jimmy is gifted. 3. T/F: Bethany plays around and has wild and crazy ideas, but she prefers to be around adults. Bethany is also gifted. 4. What does it mean to be twice exceptional? 5. Give an example of an instructional strategy

30.  Levi vs O’conell

31. “To invent you need a good imagination and a pile of junk.” - Thomas Edison

32.  Each group gets a pile of “junk”  The groups goal is to make your designated machine as fast as possible.