gifted intro 2014 november
DESCRIPTION
Brian Housand, Ph.D. brianhousand.comTRANSCRIPT
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aigecugifted.com
DR. BRIAN HOUSAND brianhousand.com
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WHAT IS GIFTED?
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YOU HAVE A RIGHT TO LEARN SOMETHING NEW
EVERY DAY.
Gift
ed C
hild
ren’s
B
ill of
Rig
hts
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Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an
exceptional ability to reason and learn) or competence (documented performance or
achievement in top 10% or rarer) in one or more domains. Domains include any structured area
of activity with its own symbol system (e.g., mathematics, music, language) and/or set of
sensorimotor skills (e.g., painting, dance, sports).
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NC ARTICLE 9B The General Assembly believes the public schools should challenge all
students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high
levels of accomplishment when compared with others of their age, experience, or environment.
Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual
areas and specific academic fields.
Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program.
Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
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Identification Services
Funding Certification
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North Carolina
Total Student Population 1,400,127
Number of Identified Gifted Students 173,215
Percentage of Identified Gifted Students 12.3%
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North Carolina
Number of Identified Gifted Students 173,215
State Funding For Gifted and Talented Education
$68,067,940
State Funding Per Student $392.97
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DON’TDO
(Tomlinson, 1997)
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DON’T ASK THEM TO DO WHAT THEY
ALREADY KNOW HOW TO DO
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I’ve mapped out the concepts I’ve already grasped to save you time.
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Approximately 40-50% of traditional classroom
material could be eliminated for
targeted students.
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The CompactorJoseph Renzulli & Linda H. Smith
Student’s Name Allison
Areas of Strength Documenting Mastery Alternate Activities
Reading/ LA
92% on Theme 1 Pretest
-will attend group mini-lessons on only those activities she did not master -will spend her time finishing her novel
Math Chapter 2
Addition/ Subtraction
91% on Pretest -Worked on addend/inverse sentences w/class -Did all extra activities with the class, as well as her project
Reading / LA 98% on Theme 2 Pretest
-Will be involved in Birchbark Book group, continue her novel and attend mini-lessons on skills she has not mastered
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DON’T ASK THEM TO DO MORE OF
THE SAME STUFF FASTER
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DON’T CUT THEM LOOSE FROM PEERS AND TEACHERS FOR LONG PERIODS OF TIME
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DON’T GIVE THEM ACTIVITIES
TO JUST FILL THE
TIME
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DON’T HAVE GIFTED STUDENTS BE A TUTOR
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DON’T GIVE THEM FLUFF
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DO GIVE GIFTED STUDENTS GOOD CURRICULUM AND INSTRUCTION
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an instructional trilogy
Real World ProblemsRigor
Technology Integration
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DO PACE IN RESPONSE TO STUDENTS’
INDIVIDUAL NEEDS
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DO GIVE THEM AN UNDERSTANDING OF SUPPORTED
RISK
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DO GIVE THEM A HIGHER DEGREE OF DIFFICULTY
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