GIFTED AND TALENTED PUPILS

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GIFTED AND TALENTED PUPILS

• MAJ4
• Eva Maršíková
• Veronika Medová

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• When Thomas Edison was a boy,
• his teachers told his mother
• that Edisons brain was addled.
• The proof was his
• unusually large head!

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DEFINITION

• A gifted pupil is one who demonstrates a
  significantly higher level of ability than most
  pupils of the same age in one or more curriculum
  area or in any of the following

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• physical talent
• artistic talent
• mechanical ingenuity
• leadership
• high intelligence
• creativity

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Gifted pupils can be

• good all-rounders
• high achievers in one area
• of high ability but with low motivation
• of good verbal ability but poor writing skills
• very able with short attention span
• keen to disguise their abilities

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Identification

• A gifted pupil is identified through teacher
  assessment and judgement. This professional
  assessment is carried out through

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• analysis of information from first schools
• discussion of pupils with colleagues
• discussion with the child
• consultation with parents/guardians
• ongoing assessment using open ended/
  differentiated tasks
• careful record keeping
• collation of evidence (ie individual pupils'
  work)

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In the classroom we aim to

• be aware of the knowledge that pupils have
• avoid unnecessary repetition of work which is
  extremely demotivating
• be aware that there is pressure to underachieve,
  it is important to avoid this attitude and be
  sensitive to the need of many pupils

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Dangers in the classroom

• be alert for the 'bright but lazy' pupil
• lack of motivation and challenge leads to
  boredom and often to behaviour problems
• gifted pupils are not easier to teach than other
  pupils

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Strategies

• varied and flexible pupil groupings, sometimes
  allowing able pupils to work together, sometimes
  allowing them to take particular roles in
  mixed-ability groups
• differentiation by task (including differentiated
  homework)
• differentiation by outcome
• setting individual targets

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Strategies multiple intelligences(Gardner)

• Linguistic
• Naturalist
• Musical
• Visual/Spatial
• Bodily/Kinaesthetic
• Logical- Mathematical (scientific)
• Intra-Personal
• Inter-Personal

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Linguistic intelligence

• the pupil has an extensive vocabulary uses
  words creatively and intuitively
• is sensitive to shades of meaning
• is sensitive to the sounds and musicality of
  words
• has awareness of the different purposes of
  language
• can use language to persuade and to process
  information
• can reflect on personal use of language

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Example of teaching strategy

• Re-write an episode from history as a drama

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Naturalist intelligence

• the pupil is interested in flora and fauna
• notes fine detail and can classify precisely
• shows keen awareness of the natural environment
• can distinguish between and understand
  relationships

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Example of teaching strategy

• Investigate where the Golden Ratio and the
  Fibonacci series appear in nature

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Musical intelligence

• the pupil can hear music in their head
• is sensitive to melody, tones, rhythms and
  patterns
• is intuitively aware of forms and movements
• can respond emotionally to sounds
• has a strong musical memory
• can play with musical patterns

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Example of teaching strategy

• Learn facts and formulae by putting them to a
  tune

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Visual/spatial intelligence

• the pupil has accurate visual memory of form and
  shape
• can manipulate and transform visual information
• can produce creative visual imagery
• is intuitively aware of spatial display
• can think in spatial patterns
• has a good memory for 3D shapes

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Example of teaching strategy

• Use mind-maps to sum up the information in a
  topic

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Bodily-Kinaesthetic intelligence

• the pupil can use their body in expressive and
  skilled ways
• has good control of body movements
• can handle objects skilfully
• has an accurate sense of timing and direction
• produces a fluency of movement
• has an intuitive feel for movement

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Example of teaching strategy

• Describing a person through an action or a
  gesture, pantomime

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Logical-Mathematical (Scientific) intelligence

• the pupil likes to count
• is very precise
• good at problem-solving
• recognises patterns
• likes math games
• likes to experiment in a logical way
• is orderly in the note-taking
• has an ability for abstract thinking
• likes computers

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Example of teaching strategy

• Use a deductive thinking like Sherlock Holmes
  for a sollution of a problem

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Intra-Personal intelligence

• the pupil has a positive sense of self-worth
• can reflect on and modify personal feelings,
  thoughts and values
• has an insight into their own personal inner
  world
• has a strong intuitive capacity in making
  decisions
• is autonomous and integrated

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Example of teaching strategy

• Individual research, followed by a presentation
  to the class on an aspect of a current topic

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Inter-Personal intelligence

• the pupil has empathy with others
• is concerned with universal social issues
• can influence, inspire and persuade others
• is accepting, understanding and forgiving of
  human mistakes
• understands human motivation

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Example of teaching strategy

• Leaders role in group work

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Pupils as independent learners

• organising their own work
• carrying out unaided tasks which stretch their
  capabilities
• making choices about their work
• developing the ability to evaluate their work
  and so become self critical

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Remember!

• Pupils' abilities should be recognised and
  valued. Appreciation of their achievements makes
  an important contribution to their development.

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Myths and truths

• Myth
• Gifted and Talented students will always do well
  whatever the circumstances.

• Truth
• Gifted and talented students have problems like
  any other student. They may have learning
  disabilities which they can hide while the work
  is easier. It becomes harder and harder for them
  to excel, which can lead to behavioural problems
  and depression.

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Myths and truths

• Myth
• Gifted a nd Talented students are so clever they
  do well with or without special education.

• Truth
• They may appear to do well on their own but
  without focused challenge they can become bored
  and disruptive. As time passes they may find it
  harder and harder as the work becomes more
  difficult, since they have never faced challenge
  before.

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Myths and truths

• Myth
• They need to go through school learning with
  their own age group.

• Truth
• While its true that children need to play and
  interact socially with other children their age,
  they do not need to learn with them. For example
  the case of a Gifted and Talented learner who has
  a chronological age of six and a mental age of 11
  and has been reading since two. To put that child
  in a reading class with other six year olds who
  are just learning to read can be demotivating for
  that child.

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Myths and truths

• Myth
• High ability is something of which to be jealous.

• Truth
• Gifted and Talented students can feel isolated
  and misunderstood. They may have more adult
  tastes in music, clothing, reading material and
  food. These differences can cause them to be
  shunned and even abused verbally or physically by
  other students.

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Sources

• Gifted and talented pupils Guidelines for
  Teachers http//www.nicurriculum.org.uk/docs/inclu
  sion_and_sen/gifted/Gifted_and_Talented.pdf
• http//www.dg.dial.pipex.com/articles/edupol03.sht
  ml