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PRIYA JHA
TGT(SCIENCE)
KV NO3 DELHI CANTT
Read the questions carefully and solve it.Which subject do you teach?-----------
How many students in your class?--------
Who is the WE teacher in your school?-------
Name a Gifted student of your class. ----------
Name a Talented student of your class. ---------
How many days are in a week?---------
What is your area PIN Code?--------
What is the title of today’s Workshop?----------
Only Q4th is compulsory to solve. ----------
When do we celebrate our Independence Day?---
OBJECTIVES
A. To develop parameters and tools to identify gifted children in the age group of 3 - 8 years (extended to 15 years) in the Indian context.
B. To develop case profiles of identified gifted children, as a data base to further our understanding of the gifted children.
C. To Develop A Mentors Network For the Identified Gifted Children
D. To sensitize Parents about the nature and needs of the gifted children
E. To Create Awareness in the public among parents and people About Gifted Education
QUESTIONS HAVE YOU KNOWN A GIFTED CHILD IN YOUR LIFE SO FAR?
HOW CAN YOU IDENTIFY A GIFTED CHILD?
IF YOU HAVE A GIFTED CHILD IN YOUR CLASS, WHAT WOULD YOU DO?
NEEDS OF IDENTIFICATION
NUMBER OF GIFTED CHILDREN IN MY CLASS
*The field of human psychology promotes the idea of normal distribution of human abilities, potentials and traits. The Normal Probability Curve in the figure highlights the distribution of human intelligence.
*Interpretation of NPC graph with reference to percentage of gifted children in a relatively large sample can be estimated as below:
• Potentially gifted children (Talent Pool) 13- 15%
• Significantly Gifted Children 3-5 %
• Exceptionally Gifted Children 0.1-1%
Identification of gifted children
If gifted kids are not challenged sufficiently early on in their school career, they can learn to be lazy learners. This pattern often leads to underachievement syndrome as the difficulty of school increases.
BRIGHT CHILD
GIFTED LEARNER
Common misconceptions that gifted kids often have about
learning
1. Gifted in all academic areas.2. Giftedness is entirely a matter of hard work.3. All children are gifted.4. Children become gifted because their parents push them.5. Gifted children will become eminent adults.6. Gifted children do not have learning disabilities.7. Gifted children are not aware that they are somehow different than others.8. If you tell gifted children they have advanced abilities, they will become egotistical.9. May not be high achievers.10. Emotional maturity may not be as advanced as their intellect.11. May have emotional or interpersonal issues.12. Does not enjoy demonstrating talents and abilities for others.13. Parents can identify giftedness in their own children.14. Most educators may not know how to work with giftedchildren.
Principles of IdentificationBegin early
Open communication
An ongoing process
Means to an end
Unobtrusive
Team approach
Be aware of hidden gifted or under-represented groups
Multi-method approach
Strategies for Teaching Gifted Students in the
Inclusive Classroom
Posing open-ended questions that require higher-level thinking
Modeling thinking strategies, such as decision making and evaluation
Accepting ideas and suggestions from students and expanding on them
Facilitating original and independent problems and solutions
Helping students identify rules, principles, and relationships
Taking time to explain the nature of errors
Objectivescan be helpful in designing content for gifted students
Classroom Organization and Management:MAKING MODIFICATIONS TO MATHEMATICS AND SCIENCE
“Expert of the Day”
The first three levels are most appropriate for gifted students and may help teachers to identify ways for students to work with content in more advanced and more challenging ways
Key Components of Mathematics Curriculum for the Gifted Children
Content with greater depth and higher levels of complexity
A discovery approach that encourages students to explore concepts
Focus on solving complex, open-ended problems
Opportunities for interdisciplinary connections
(Johnson, 1993)
Key Components ofScience Curriculum for the Gifted ChildrenSignificant and deep content
Emphasis on understanding concepts rather than memorizing facts
An inquiry approach with students as active investigators
Opportunities for interdisciplinary connections
Investigating real problems and situations
Guiding students toward scientific habits of mind
(Van Tassel-Baska, 1994)
Obstacles to Differentiation (as expressed by teachers)
•Chopped up schedule
•Time constraints
•Class size
•Same textbooks for all learners
• Report cards and assessment
• Standardized testing
HOW TO MAKE LESSON FOR GIFTED STUDENTS?
Topic-_______________________
What is this ?
Lets think and answer a few questions?
How can you move block on the plank ?
How can you move blocks faster?
How can you slow down the speed of block?
Which is easier to move block- Push or Pull ?
Identify the scientific terminology for the topic.
Design a tool for differently-abled person to write easily using the scientific phenomena.
Key Components to a ScienceCurriculum for Gifted StudentsAn emphasis on learning concepts
An emphasis on higher-level thinking
An emphasis on inquiry, especially problem-based learning
An emphasis on the use of technology as a learning tool
An emphasis on learning the scientific process, using experimental design procedures
How can technology support the needs of the gifted?
Technology can provide a tool, an inspiration, or an independent learning environment for any student, but for the gifted it is often a means to reach the appropriate depth and breadth of curriculum and advanced product opportunities. Calculators can be used as an exploration tool to solve complex and interesting problems.
Meeting the unique needs of gifted children within the classroom
•understand each student’s individual needs•use ability groups•provide opportunities for content acceleration•give authentic assessments•allow students to learn more deeply in their areas of strength and interest
•assign extra work•make assumptions about a student’s emotional well-being•tell gifted learners to do their best•take offense when students are more knowledgeable than you be rigid
Meeting the needs of gifted students in the general education classroom setting is challenging. Where there are so many different levels of students in the classroom, challenging the advanced students can sometimes get put on the back burner. Gifted students deserve to be challenged in their education, just as any other student. By understanding their needs and being creative and flexible, teachers of gifted students can provide the truly meaningful education these students deserve.
GSNS-T(Gifted Students Nomination Scale
for Teachers)
The scale consists of fifteen traits (behaviors) which a child may demonstrate during classroom learning
• Teacher must read each traits carefully. Each traits is followed by example of behavior below the traits
• Teacher shall carefully observe the learning behaviors of students in multiple classroom situations before rating the students.
• Teacher shall deliberately create challenging learning situations to see the response and enthusiasm among students.
• Teacher shall repeatedly rate students in different learning situations before doing and final rating.
• Teacher shall rate the students without any prejudice and biases.
NA
ME/
R
OLL
NO
TRAITS(CLASSROOM BEHAVIERS)
Sho
ws
inte
llect
ual
cu
rio
sity
(By
aski
ng
ou
t o
f co
urs
r/b
oo
k q
ues
tio
ns
bu
t re
late
d t
o t
he
top
ic)
Enjo
ys a
nd
exc
els
in c
hal
len
gin
g in
telle
ctu
al t
asks
( B
y as
kin
g in
itia
tive
to
so
lve
adva
nce
d p
rob
lem
s;ta
kin
g p
art
in h
igh
leve
l co
mp
etit
on
)
Exce
llen
t m
emo
ry a
nd
rec
all o
f in
form
atio
n f
or
the
top
ics
of
inte
rest
( Q
uic
k to
an
swer
wit
h d
etai
led
exp
lan
atio
n e
ven
to
pic
s ar
e d
iscu
ssed
lon
g b
ack
in p
revi
ou
s cl
asse
s)
See
ks r
easo
ns
and
exp
lan
atio
ns
rega
rdin
g so
urc
es a
nd
cau
ses
( A
sks
for
refe
ren
ce b
oo
ks, s
up
ple
men
tary
bo
oks
an
d o
ther
res
ou
rses
to
stu
dy
the
top
ic in
gre
at d
epth
)
Po
sses
ses
kee
n o
bse
rvat
ion
an
d a
ble
to
dra
w h
igh
ly c
lose
infe
ren
ce(L
oo
ks f
or
min
ute
det
ails
in a
ny
exp
erim
ent/
dis
cuss
ion
/pro
ble
m s
olv
ing
and
qu
ickl
y d
raw
s in
fere
nce
s)
Dis
pla
ys c
apac
ity
for
adva
nce
d t
hin
kin
g,re
aso
nin
g an
d ju
dgm
ent
bey
on
d t
he
age
gro
up
(Lea
rn v
ery
fast
as
com
par
e to
his
/her
age
pee
r,gi
ves
sou
nd
rea
son
ing
and
co
ncl
ud
es h
is/h
er p
oin
t o
f vi
ew w
ith
lo
gica
l arg
um
ent)
Po
sses
s as
wea
lth
of
kno
wle
dge
fro
m v
arie
d s
ou
rses
of
info
rmat
ion
(Var
ied
inte
rest
in
mu
ltip
le t
op
ics
and
co
llect
info
rmat
ion
fro
m v
ario
us
sou
rces
su
ch a
s m
agaz
ines
,new
spap
er,T
v/R
adio
ch
ann
els)
Has
un
usu
al a
nd
ou
t o
f b
ox
idea
s
((G
ive
very
dif
fere
nt
idea
s/an
swer
s w
hic
h c
an s
urp
rise
s yo
u)
Sho
ws
sen
siti
vity
an
d c
on
cern
s fo
r o
ther
s(A
lway
s re
ady
to h
elp
cla
ssm
ates
in t
hei
r ac
adem
ic w
ork
)
Get
eas
ily b
ore
d in
a n
on
-ch
alle
ngi
ng
situ
atio
n(
Do
es n
ot
enjo
y re
pet
itiv
e q
ues
tio
ns/
revi
sio
n e
xerc
ises
)
Stri
ves
for
accu
racy
an
d p
reci
sio
n a
nd
no
t ea
sily
sat
isfi
ed w
ith
ow
n a
chie
vem
ents
(A
lway
s as
ks t
each
ers
for
mo
re s
ugg
esti
on
s to
imp
rove
his
/her
ow
n w
ork
)
Sho
ws
hig
h s
ense
of
resp
on
sib
iliti
es i
n h
and
ling
inst
ruct
ion
s
(V
ery
res
po
nsi
ble
, u
nd
erst
and
s in
stru
ctio
ns
and
car
ry o
ut
task
in a
hig
hly
res
po
nsi
ble
man
ner
)
Sho
ws
mar
ked
inte
rest
in
th
e d
iscu
ssio
n a
bo
ut
top
ics
of
cho
ice
(C
an b
e se
en
in t
he
com
pan
y o
f o
lder
pee
r gr
ou
p d
iscu
ssin
g to
pic
s at
th
eir
leve
l)
Qu
ick,
smar
t an
d m
atu
re i
n r
esp
on
se a
s co
mp
are
to t
he
age
gro
up
(Sp
eaks
his
/her
ow
n m
ind
;so
met
him
es e
ven
co
ntr
adic
ts t
he
teac
her
)
Ref
lect
ive/
self
-reg
ula
tory
(C
riti
cally
an
alyz
e h
is/h
er p
rogr
ess,
nev
er c
om
par
es s
elf
wit
h c
lass
mat
es b
ut
alw
ays
sets
mo
re a
nd
mo
re h
igh
hig
h s
tran
dar
ds
for
self
)
1.Shows intellectual curiosity
By asking out of course/book questions but related to the topic
2.Enjoys and excels in challenging intellectual tasks
By asking initiative to solve advanced problems; taking part in high level competiton
3.Excellent memory and recall of information for the topics of
interest
Quick to answer with detailed explanation even topics are discussed long back in previous classes
4.Seeks reasons and explanations regarding sources
and causes
Asks for reference books, supplementary books and other resourses to study the topic in great depth
5.Possesses keen observation and able to draw highly close
inference
Looks for minute details in any experiment/discussion/problem solving and quickly draws inferences
6.Displays capacity for advanced thinking, reasoning and
judgment beyond the age group
Learn very fast as compare to his/her age peer, gives sound reasoning and concludes his/her point of view with logical argument
7.Possess as wealth of knowledge from varied sources
of information
Varied interest in multiple topics and collect information from various sources such as magazines,newspaper,TV/Radio channels
8.Has unusual and out of box ideas
Give very different ideas/answers which can surprises you
9.Shows sensitivity and concerns for others
Always ready to help classmates in their academic work
10.Get easily bored in a non-challenging situation
Does not enjoy repetitive questions/revision exercises
11.Strives for accuracy and precision and not easily satisfied
with own achievements
Always asks teachers for more suggestions to improve his/her own work
12.Shows high sense of responsibilities in handling
instructions
Very responsible, understands instructions and carry out task in a highly responsible manner
13.Shows marked interest in the discussion about topics of choice
Can be seen in the company of older peer group discussing topics at their level
14.Quick,smart and mature in response as compare to the age
group
Speaks his/her own mind;
somethimes even contradicts the teacher
15.Reflective/self-regulatory
Critically analyze his/her progress, never compares self with classmates but always sets more and more high high strandards for self
Practical Recommendations and Interventions: Gifted Students
So how can we cater for them in the classroom?
It is estimated that students who are gifted and highly talented encompass 5 to 15% of the school age population. These advances students can have increased capabilities in academics, creativity, music, dance, art, and/or leadership. The following are recommended:
1. Compact the curriculum and provide enrichment activities
2. Implement a multi-level and multi-dimensional curriculum.
3. Be flexible with the curriculum.
4. Make the curriculum student-centered.
5. Allow students to pursue independent projects based on their own individual interests.
CONTD…..
CONTD…..6. Allow gifted children to assume ownership of their own learning through curriculum acceleration
7. Try to maximize your students’ potential by expecting them to do their best.
8. Teach interactively.
9. Explore many points of view about contemporary topics and allow opportunity to analyze and evaluate material
10. Consider team teaching, collaboration, and consultation with other teachers.
CONTD…..11. Provide opportunities for gifted children to interact with other gifted children across grade levels and schools through competitions or collaborative projects.
12. Encourage gifted students to participate in extracurricular activities that involve academic skills
13. Involve students in academic contests
14. Allow gifted children to create and publish a class newspaper to distribute.
15. Set individual goals.
CONTD…..16. Consider parental input about the education of their gifted children.
17. Always remember that gifted children are similar in many ways to the average child in the classroom.
18. Address the counseling needs of each student to support emotional growth, as needed.
19. Remember that gifted children may not excel in all areas.
20. Do not assign extra work to gifted children who finish assignments early
CONTD…..21. If a child attends resource rooms, communicate with the specialist for suggestions on how to enrich daily classwork.
22. Provide plenty of opportunities for gifted children and average children to engage in social activities.
23. Try to find the joy and uniqueness in each child.
24. Organize resources in order to free yourself to work with individual children and give the children greater control of the learning situation.
25. Establish and maintain a warm, accepting classroom.
Remember that implementing some of these strategies will benefit all of the children in the classroom, not just the gifted ones.
WORK TO DO
1.Make a module of questions for gifted children.2. Find 5 gifted children you teach.
I HAVE REACHED
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