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Including Gifted and Talented Students

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Title: Including Gifted and Talented Students


1
Including Gifted and Talented Students
  • By Nicole Terry

2
  • A gifted child is one who is superior in some
    ability that can make him or her an outstanding
    contributor to the welfare and quality of living
    in the society. (Torrance, Emeritus, Sisk 1)

3
Teachers Misconceptions
  • Student can succeed on their own
  • Student is self-motivated and can teach
    themselves
  • Student loves to teach other students
  • Student is proud to model work and behaviour

4
  • Student is normally consider to be a loner
  • Student cant be identified until grade 3 or 4
  • Student has no special needs because every child
    is gifted

5
Dilemma
  • Teachers justify their decision not to give a
    gifted student advanced material because it will
    create a higher achievement range in the class.

6
Types of Giftedness
  • Holistic learners students that look at the big
    picture
  • Analytical learners students that examine the
    individual parts

7
  • A gifted child may have an obvious grasp of
    the big picture, he may lack a few of the
    smaller, yet important, puzzle pieces that fit
    together naturally with age or experience. Use
    careful observation and curriculum compacting so
    that you design activities that allow him to
    demonstrate mastery of concepts, gain the
    necessary knowledge and skills, and then move on
    to an appropriate challenge level. (Smutny 30)

8
Motivation
  • Give students a chance to use what is learned
  • Get students interested in what is being learned,
    and not grades
  • Make activities appropriate
  • Allow students to use their best abilities
  • Make sure that there is a purpose to learning

9
Behaviour Characteristics
  • Large vocabulary
  • Learn basic skills better, more quickly and with
    less practice
  • Seek the hows and whys
  • Unlimited amount of energy
  • Respond and relate to parents, teachers and other
    adults better

10
Learning Characteristics
  • Reading level that is intended for older children
  • Questioning attitude and seeks information
  • Skeptical, critical, and evaluative, and are
    quick to spot inconsistencies
  • Knowledgeable about various topics, and recalls
    quickly
  • Grasp underlying principles  
  • Quickly perceive similarities and differences
  • Attack complicated material

11
Signs of Young Perfectionists
  • Dissatisfied with their work
  • Start over and over again
  • Self-critical
  • Tattle
  • Procrastinate
  • Afraid to take risks

12
Accommodations
  • special schools
  • fulltime classes
  • pullout or withdrawal programs
  • cluster groups
  • regrouping for specific subject instruction
  • cross-grade grouping

13
The Curriculum
  • Compacting individualizing parts of the
    curriculum that will challenge the gifted
    students learning
  • Extensions extend and expand learning in the
    students area of strength

14
Principles to create an inclusive classroom
  • 1. Dedicated and planned approaches
  • 2. Recognition of prior learning
  • 3. Qualitative and Quantitative Differentiation
  • 4. Real Challenge
  • 5. Opportunities to develop persistence and
    perseverance
  • 6. Reinforcement of intrinsic motivation
  • 7. Assisting students with feelings of being
    different

15
Pyryt Enrichment Matrix
  • Pace- subject matter acceleration
  • Process- cognitive and affective training,
    how-to-learn skills, advanced research and
    communication skills
  • Passion- allow students to pursue their academic
    passions
  • Product- identify students preferred expression
    formats as a way of expanding the variety of
    learning options for students
  • Peers- not necessarily a guaranteed positive
    relationship

16
Professional Development needs to focus on
  • awareness
  • information
  • personal
  • management
  • consequences
  • collaboration
  • refocusing

17
Teachers Paperwork
  • Program plan
  • List of identified students (their talents and
    services needed)
  • IEPs
  • Annual report/summary

18
Works Cited
  • Modifying Regular Classroom Curriculum for Gifted
    and Talented Students. Laura McGrail. 2008. 17
    January 2008. www.prufrock.com/client/client_pages
    /Modifying_Curriculum.cfm
  • Roets, L. How to Survive and Thrive as Educators
    of Gifted and Talented Students. Iowa Leadership
    Publishers Inc., 1999.
  • Smith, Chris. Including the Gifted and Talented
    Making Inclusion Work for More Gifted and Able
    Learners. New York Routledge, 2006.
  • Smutny, J., Walker, S., Meckstroth, E.
    Teaching Young Gifted Children in the Regular
    Classroom. Minneapolis Free Spirit Publishing
    Inc.
  • The Rhode Island State Advisory Committee on
    Gifted and Talented Education. 1995. 28 January
    2008 ltwww.rit.net/gifted_talented/rhode.htmlgt
  • Tips for Teachers Successful Strategies for
    Teaching Gifted Learners. Davidson Institute for
    Talent Development. 2008. 17 January 2008.
    www.gt-cybersource.org/Record.aspx?NavID2_0rid1
    1201gt
  • Torrance, E. Paul, Emeritus, Sisk, D. Gifted
    and Talented Children in the Regular Classroom.
    New York Creative Education Foundation Press,
    2001.
  • Winebrenner, S. Teaching Gifted Kids in the
    Regular Classroom. Free Spirit Publishing Inc.,
    1992.
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