Developing and Cultivating Talent and Abilities

CEC October 18, 2013

Gifted and Talented Term and DefinitionGifted and Talented means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.

One of the most widely discussed and debated topics in the field.

Earlier definitions relied heavily on the use of IQ scores for identifying gifted individuals.

In 1993, the U.S. Department of Education proposed a new definition:

Children and youth with outstanding talent perform or show the potential for performing at high levels of accomplishment when compared with others their age, experience, or environment. . .

.

West Virginia State Board Policy 2419

Definition: Giftedness is exceptional intellectual abilities and potential for achievement that requires specially designed instruction and/or services beyond those normally provided in the general classroom instruction.

West Virginia State Board Policy 2419 (1) General intellectual ability with a full scale score at the 97th percentile rank or higher on a comprehensive test of intellectual ability; and

(2) At least one of the four core curriculum areas of academic achievement at the 90th percentile rank or higher as measured by an individual standardized achievement test, orat least one of the four core curriculum areas of classroom performance demonstrating exceptional functioning evaluation

(Special Considerations)

First report to examine high-performing students over time

Fordham Report High Flyers =

Those students who scored at or above the 90th normed percentile on the MAP math and reading assessments, (according to NWEA 2008 Norms Study).

• Elem./middle school cohort from 3rd gr. to 8th gr.• 81,767 students in math and• 93,182 students in reading from 1500 schools

in thirty states

•Middle/high school cohort from 6th gr. to 10th gr.• 43,423 students in math and• 48,220 students in reading from 800 schools in

twenty states

Two Groups Tracked:

Elem./Middle School Math

Elem./Middle School Reading

Middle/High School Math

Middle/High School Reading

42.7% 44.1%30.1%

47.6%

57.3% 55.9%69.9%

52.4%

Outcomes of Initial High FlyersDescenders Steady High Flyers

42.7% 44.1%30.1%

47.6%

57.3% 55.9%69.9%

52.4%

Outcomes of Initial High FlyersDescenders Steady High Flyers

FINDINGS 1.A majority of “high flyers” maintained their

status over time, but substantial numbers “lost altitude.”

2.Most descenders don’t fall far, but there are real consequences in terms of merit-based aid and choice of college.

3.“High flyers” grew academically at similar rates to low/middle achievers in math, but grew at slightly slower rates than low/middle achievers in reading.

Report video

http://www.edexcellence.net/publications/high-flyers.html

Will they get it on their own?

It is my hope that this report debunks, once and for all, the absurdity that high-achieving students will do fine without appropriate services delivered by teachers trained in gifted education strategies." - National Association for Gifted Children.

Talent development

Potential Support Expertise EminenceAbility Motivation Effort Creativity

Multiple Intelligences

Talent Development Expect more than proficiency from many more students through policies, funding and practices that consistently support high expectations and high achievement.Provide multiple strategies to support student achievement at the highest levels, and expand access to rigorous curriculum and supplemental services and programs.

Expand pre-service and in-service teacher training on identifying and serving high-ability, low-income and culturally and linguistically diverse students.

Support emergent talent as early as possible, establishing a commitment to achievement at an early age.

Engage communities to support in-school learning and supplement curriculum with outside-of-school opportunities

Minimize a student’s zip code and socioeconomic status as the determining factors for receiving a rigorous, high quality education.

Identify successful program models and interventions that work with low-income, high-ability students from different geographical, cultural and racial backgrounds.Remove policy barriers that impede participation and access.

Appropriate Instruction/SupportTypes of praise

OR

http://www.youtube.com/watch?v=TTXrV0_3UjY

Fixed mindset – Intelligence is innate, can’t control it - fear of failure – unwilling to try to solve a problem

Growth mindset – Intelligence is malleable – take on a challenge; enables to cope with the struggles that inevitably accompany life.

Types of praise videohttp://wvde.state.wv.us/osp/giftedresourcesteacher.html

http://www.parentingscience.com/praise-and-intelligence.html

A child runs up to you with a painting. You hold it up and think what to say.

So how should you praise?

Praise:•the strategy•interesting idea they came up with•the way they followed through, persisted•the correct choice they made•The attempt to solve a problem•Praise choosing a difficult task•Appreciation of their work, effort

Praise the process, not the person. (Carol Dweck)

Mindsets can be changed.Gifted Education Programs; “As long as these programs encourage a growth mindset they will not jeopardize a child’s will to learn.” Carol Dweck

Example of differentiating the Common Core State Standards

Domain: Statistics and Probability

Typical Learner Advanced LearnerStandard 8.SP.1. Investigate patterns of association in bivariate data. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association and nonlinear association.Standard S-IC.6 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Evaluate reports based on data.

1. Name the independent and dependent variables. Make a scatter plot of the data.

2. Draw a line of best fit. Explain how you chose this line. Find the slope and y-intercept. Write an equation for your line of best fit and describe your method.

3. Locate research reports on a topic of interest that make use of scatter plots and lines of best fit. Analyze the data and the reported outcomes. Write a critique of the report

1. Design an experiment to determine whether batteries on some phones last longer than others.

2. Display data from your experiment using a scatter plot for each type of battery. Write an equation for the line of best fit for each. Describe the 2 variables

3. Write a report evaluating the batteries; include your scatter plots & equations.

4. Choose another topic and design an experiment to test your hypothesis that makes use of scatter plots and lines of best fit. Create a mathematical model to explain your data.

Implementation: Student interest and pre-assessment may be used to determine who is ready for the advanced level.

What will the group

do this evening?

Point of View

Implications/ Consequences

Evidence/ Data

Concepts/Ideas

Assumptions

Inferences

Purpose/ Goal

Concept Mapping

Accomplishing difficult tasks

plot

conflict climax

Resolution

CinderellaTriumph of the youngest, weakest

Triumph of humility over greed

Jack and the Bean Stalk

Common Themes Among Fairy Tales

http://wvde.state.wv.us/osp/gifted.html

Modeled on the National

Standards

Resources

https://sites.google.com/site/artprojects1/home/native-americans

Marcellus, Shale I Worry?

The Middle Atlantic Colonies

https://sites.google.com/site/sharingideasgiftededucationwv/

http://www.wvgifted.org/Resources.html

http://www.nagc.org/

This presentation: http://wvde.state.wv.us/osp/giftedresourcesteacher.html

I skimped a little on the foundation, but no one will ever know it.