overlooked gems: new directions for gifted identification
DESCRIPTION
Overlooked GEMS: New Directions for Gifted Identification. E. Camille Fears Floyd, PhD Gifted Coordinator Macon County Schools ALSDE MEGA Conference July 17, 2014 Mobile, Alabama. agenda. Housekeeping/Welcome Embracing & Nurturing Diversity - PowerPoint PPT PresentationTRANSCRIPT
OVERLOOKED GEMS: NEW DIRECTIONS FOR GIFTED
IDENTIFICATION
E. Camille Fears Floyd, PhDGifted Coordinator
Macon County Schools
ALSDE MEGA Conference
July 17, 2014
Mobile, Alabama
I. Housekeeping/Welcome
II. Embracing & Nurturing Diversity
III.Cognitive and Affective Gifted Characteristics
(Frasier’s TABs)
IV. Dispelling Myths Associated with Gifted and
Talented Students
V. Discovering Gems
VI.Parking Lot
AGENDA
Developing talent among gifted African American students in schools requires educators and communities to overcome a legacy of deficit thinking about intelligence among African Americans.
Embracing the changing racial composition of rural classrooms in today’s society is also critical. Educators must be culturally responsive to the diverse needs of African American children who are gifted.
SESSION BACKSTORY
This session will focus on the cognitive and affective characteristics, strengths, and differences of gifted African American students. Myths and truths regarding gifted students will be shared.
Diversity initiatives and guidance for the recruitment and retention of African American students will be provided.
Recommendations for future research on talent development and educational opportunities for gifted African American children will also be shared.
SESSION OVERVIEW
DIVERSITY
Celebrates differences instead of trying to hide or change them
Teachers are charged with ensuring that each student maintains his or her uniqueness while focusing on the mission and goals of gifted education
HOW DO WE NURTURE DIVERSITY?
Directly engage in differences as key issues for creating
inclusion
Think critically about diversity, how it affects us, and
what we can do about and with it
Immerse in diverse cultures
WHAT DIVERSITY IS
Building broad scoped inclusive organizations
Learning to use all human capacity for individual
and group
performance
Valuing, respecting, and including every member
WHAT DIVERSITY IS NOT
•About quotas (counting the numbers of one type of person or another)
•About highlighting cultural or ethnic differences as negative attributes
•A “quick fix” or a quickly mastered solution
DIVERSITY TRAININGInitiatives must be grounded conceptually in the principle of inclusion.
Inclusion must serve as the fundamental unifying principle in diversity
Diversity initiatives fail when: • they are implemented improperly• they do not incorporate the perspectives
and concerns of diverse individuals
INCLUSION
Opens the pathway for a variety of different individuals to marshal their personal resources to do what they do best.
Helps students feel validated, accepted, heard and appreciated
Happens at two levels (individual and organizational)
Developing it is everyone’s responsibility
How may I increase my knowledge about various cultural groups so that I do not rely on biased and stereotyped information?
W H A T ’ S T H E D I F F E R E N C E B E T W E E N A
Bright Child Gifted Learner Creative LearnerEnjoys school Enjoys self-directed Enjoys creating
learning
Knows the answers Asks questions Sees exceptions
Is interested Is highly curious Wonders
Is attentive Is mentally involved Daydreams, may seem
off task
Advanced ideas Complex, abstract ideas Overflows with ideas
Works hard Knows without Plays with ideas &
working hard concepts
Answers questions Discusses in detail, Injects new possibilities
elaborates
Top of the group Above & beyond the group Is in own group
Bright Child Gifted Learner Creative Learner
Listens with interest Shows strong Shares bizarre, feelings/opinions conflicting opinions
Learns with ease Already knows material Questions: What if….
6-8 reps for mastery 1-3 reps for mastery Questions need for
mastery
Understands abstractions Constructs abstractions Overflows with ideas
Enjoys peers Prefers adult Prefers creative peers, works alone
Understands complex, Creates complex Relishes wild, off-the wall abstract humor abstract humor humor
Completes assignments Initiates projects Initiates more projects
than will ever be completed
ALSDEGIFTED IDENTIFICATION
Second Grade Gifted Child Find Procedures
Standard Referrals
Referral Process
Observation of StudentsTABs Evaluation (Matrix)
DR. MARY F. FRASIER( 1 9 3 8 - 2 0 0 5 )
Nationally recognized scholar and researcher in gifted
educationFounder of the Torrance Center for Creativity and
Talent Development in the UGA College of Education. President of the National Association for Gifted
Children (NAGC) from 1987-89NAGC's Distinguished Service Award in 1991, and the
Ann F. Isaacs Founder's Memorial Award for her work
with NAGC. Created the TABs and granted Alabama the use of a
modified form.
DR. MARY M. FRASIER
As a researcher, scholar and advocate, Dr. Frasier
had a profound effect on changing the way children
are assessed for gifted services.
Designed the Frasier Talent Assessment Profile (F-
TAP), a comprehensive assessment system with
multiple indicators that is much more effective in
assessing the gifts and talents of low-income and
minority children than single-indicator tests
previously used.
Trai ts , Apti tudes, and Behaviors
Identification of gifted children from varying cultural and economic groupsTen (10) TABs which have been found through research to be consistently associated with the psychological construct of giftedness. Core attributes of the giftedness construct Foundation for creating a sufficient knowledge
base about the characteristics a student demonstrates so that appropriate referrals, placements and programming decisions can be made.
TABS
Traits-A relatively persistent and consistent behavior pattern.
Aptitudes-The capacity to perform in the future or some future ability.
Behaviors-Any response made by an organism.
Motivation
Interests
Communication
Skills
Problem-Solving
Ability
Inquiry
FRASIER’S TABs
Leadership
Insight
Reasoning
Imagination/
Creativity
Humor
MEMORY WALK
Think about the brightest children you have ever taught (or your own children).
I n what ways were they different from their age peers?
What did they do that amazed, surprised, puzzled or maybe even concerned you?
+ demonstrate persistence in pursuing and/or completing self-selected tasks. Tasks may be culturally influenced.
+ focus motivation on non-school activities rather than school activities.
+ be an enthusiastic learner of non-school or school subject matter.
+ aspire to be somebody, do something.
M O T I VAT I O N - E v i d e n c e o f d e s i r e t o l e a r n
―Easily bored with routine assignments and repetitions.―May want to do things her/his own way.―Sometimes does not want to stop one project to start the next.―Dislikes interruptions.―May be overly aggressive―Challenges authority
+ demonstrate unusual or advanced interests
+ in a topic or activity. + be a self-starter.+ pursue an activity unceasingly.+ be beyond age group in
activities/interests.+ show concern for local and global
issues
I N T E R E S T S - A f e e l i n g o f i n t e n t n e s s , p a s s i o n , c o n c e r n o r
c u r i o s i t y a b o u t s o m e t h i n g .―Reads constantly often at inappropriate times―Dominates discussions; may extend comments with details beyond the comprehension of age-mates―Goes on tangents with no follow- through―Loses other students by explaining or over-analyzing issues―Neglects other responsibilities
+ demonstrate unusual ability to communicate verbally,
+ physically, artistically, or symbolically.
+ use particularly apt examples, illustrations, or elaborations.
+ use this ability in or out of the classroom.
C O M M U N I C AT I O N S K I L L S – H i g h l y e x p r e s s i v e a n d e f f e c t i v e u s e o f w o r d s ,
n u m b e r s , s y m b o l s .
―Shows off.
―Invokes peer resentment.
―Constantly talking to and
monopolizing the time of the teacher.
―Losing or “turning off” students with
high level of vocabulary
+ have keen sense of humor which
could be gentle or hostile.
+ have exceptional sense of timing
+ in words or gestures.
P R O B L E M - S O LV I N G A B I L I T Y – E f f e c t i v e , o f t e n i n v e n t i v e , s t r a t e g i e s f o r r e c o g n i z i n g
a n d s o l v i n g p r o b l e m s .
―Is out-of-sync with classmates
and becomes socially isolated.
―Makes jokes at adults’ or
classmates’ expenses.
―Plays cruel tricks on others
―Class clown
+ ask unusual questions for age.
+ play around with ideas.
+ demonstrate extensive exploratory
behaviors directed toward eliciting
information about materials,
devices, or situations.
I N Q U I RY – Q u e s t i o n s , e x p e r i m e n t s , e x p l o r e s .
―Goes on tangents
―No follow-through
―Dominates discussions
―Impolitely correct teacher or other
adults
―Can become a “pest”
+be quick to help others.
+carry out responsibilities well.
+lead others on the playground or in
other unstructured situations (could be in
a negative or positive way).
L E A D E R S H I P – D i s p l a y s l e a d e r s h i p a m o n g h i s / h e r p e e r s .
―Becomes “bossy”
―Unwilling to listen to classmates
―Lead others into negative behavior.
―Can be too authoritative.
―Impatient with others
+ show sudden discovery of correct solution following
+ incorrect attempts based primarily on trial and error.
+ display high ability to draw inferences.+ appear to be a good guesser.+ possess heightened capacity for
seeing unusual & diverse relationships.
+ integrate ideas and disciplines.
I N S I G H T – Q u i c k l y g r a s p s n e w c o n c e p t s a n d m a k e s c o n n e c t i o n s ;
s e n s e s d e e p e r m e a n i n g s ..
―May overlook details
―Out-of-sync with classmates
―Appears to be showing off or makes
other students feel inadequate
―Impolitely corrects adults
+ make generalizations.+ use metaphors and analogies.+ think things through in a logical
manner.+ think critically.+ think things through and come up
with a plausible answer.
R E A S O N I N G – L o g i c a l a p p r o a c h e s t o f i g u r i n g o u t s o l u t i o n s .
―Notices too much in classroom and
may appear off-task
―Does not readily follow directions
―May overlook details
―May tell teacher better ways to do
things.
+ show exceptional ingenuity in using everyday materials.
+ have wild, seemingly silly ideas. + solve problems through non-traditional
patterns of thinking.+ produce ideas fluently/flexibly.+ be highly curious.+ display figural or verbal creativity.
I M A G I N AT I O N / C R E AT I V I T Y – P r o d u c e s m a n y i d e a s ; h i g h l y o r i g i n a l .
―Gets lost in own thoughts
―Appears to be daydreaming or
inattentive
―May not have follow-through
+ use effective & often inventive strategies for recognizing and solving problems.
+ be able to change strategies if selected solution does not work.
+ create new designs, invent.+ use this ability in or out of the
classroom.
H U M O R – B r i n g s t w o h e r e t o f o r e u n r e l a t e d i d e a s o r p l a n e s o f
t h o u g h t t o g e t h e r i n a r e c o g n i z e d r e l a t i o n s h i p .
—Interferes with others
—Perfectionistic
—Avoids reflective, divergent
responses.
—Sometimes, too innovative.
—Stubborn
OTHER ‘D IFFERENT’ MANIFESTATIONS
―Finds it difficult to wait for others―Learns at faster rate―Unwilling to show work or details―Refuses to do assignments because “already know it”―Low self-image about academic performance―Over-concern for social problem―Bored by simple things in life―Unwilling /unable to follow basic rules or requirements―Constantly doodling or drawing
MYTH:
That student can’t be gifted, she’s receiving poor gradesTRUTH:
Underachievement describes a discrepancy between a
student’s performance and her actual ability. Gifted
students may become bored or frustrated in an
unchallenging classroom situation causing them to
lose interest, learn bad study habits, or distrust the
school environment. Other students may mask their
abilities to try to fit in socially with their same-age
peers. No matter the cause, it is imperative that a
caring and perceptive adult help gifted learners break
the cycle of underachievement in order to achieve
their full potential.
MYTH: Gifted students are like cream that
rises to the top in a classroom.TRUTH:
Not necessarily. Gifted children can have hidden
learning disabilities that go undiscovered
because they can easily compensate for them in
the early years. As time goes on, it becomes
harder and harder for them to excel, which can
lead to behavior problems and depression.
MYTH: Gifted students are so smart they do fine with
or without special programs.
TRUTH:
They may appear to do fine on their own. But
without proper challenge they can become
bored and unruly. As the years go by they may
find it harder and harder as work does become
more challenging, since they never faced
challenge before.
MYTH:
This child can’t be gifted, he has a disabilityTRUTH:
Some gifted students also have learning or other
disabilities. These “twice-exceptional” students often go
undetected in regular classrooms because their disability
and gifts mask each other, making them appear
“average.” Other twice-exceptional students are
identified as having a learning disability and as a result,
are not considered for gifted services. In both cases, it is
important to focus on the students’ abilities and allow
them to have challenging curricula in addition to
receiving help for their learning disability.
Deficit Thinking • Low expectations• Viewing cultural behaviors
as deficits
Cultural Mismatch• Immersion in the dominant
culture• Cultural Discontinuity • Educator prep program
deficiencies• Field experiences,
curriculum
CHALLENGES FACING GIFTED AFRICAN AMERICAN
STUDENTS
Identification of CLD
Students• Gatekeepers• Teacher pleasers• Traditional ID
Measures-IQ tests, cutoff scores
• Presumed Gifted Behavior Manifestations vs. uniqueness and creativity of culture
“Sometimes it’s hard to talk to people. My vocabulary is a bit bigger than others. I get the ‘what?’ look all the time. I also get teased and questioned and poked and picked by teachers and kids!”~ Lillian, 5th grade
“The teachers stop calling on me because they know that I know all the answers.”
~Charles, 7th grade
"People expect so much more of me than I can do. I'm not smart in every single category in school.”
~Kaitlyn, 3rd grade
"Sometimes when I ask people what we're doing, they say, 'You're in GT, you're smart... Figure it out for yourself!' -- and I don't like that."
~Chad, 4th grade
"Sometimes I wish I wasn't so smart because then the teachers wouldn't always expect so much out of me. They wouldn't always expect straight A's and nothing less. It is also kind of annoying sometimes when kids ask you 'what's the answer to this problem?' or 'can you help me?' even when the answer is so simple if they would just take the time to do it."
~James, 8th grade
"I get taken advantage of. People ask to be my partner or work with me on a paper and I am stuck doing all the work. The only thing they do is make sure their name is on the paper or project."
~Charlotte, 11th grade
NEW DIRECTIONS FOR DISCOVERING GEMS
Teacher/Staff Training
• Cultural identity and awareness
• Classroom Interactions• Gifted Education Program • Perceptions of students• Nontraditional Identification
Methods
Curricular Delivery Options
• Acceleration• Honors, AP courses• Early entrance programs• International Baccalaureate• Pull-out programs, Gifted
Centers, Schoolwide
Dynamic Thinking
Multiple Criteria
for
Identification• Frasier’s Four
As
NEW DIRECTIONS…
Teacher Advocacy
&
Training
Additional Support
• District• Experts• Parents
DR. FRASIER’S FOUR As
Dr. Frasier synthesized research related to problems
associated with the identification of culturally and
linguistically diverse students for gifted programs and
concluded that there are four persistent issues.• ACCESS• ASSESSMENT• ACCOMMODATIONS• ATTITUDE
ACCESS
The ways in which CLD students become
considered for gifted
program placement
Teachers have the privilege and responsibility
of creating new
conversations in our classrooms which go
beyond a
description of risk and capacity to actually
demonstrate and
develop them.
ACCOMMODATIONSProgram design and curricular experiences to
support the
needs and interests of CLD students
Valuing difference initiatives motivates every
individual within
the group to perform more effectively in the
service of the
goals of the group whether that individual is from
a
traditionally disenfranchised group or from a
traditionally
privileged group.
ASSESSMENTThe entire process of evaluating the presence of
and degree of
giftedness
Human propensity to categorize others on a
variety of
dimensions and then make judgments based on
those
subjective categorizations is a well documented
phenomenon in
the social psychological literature.
ATTITUDE
A mental position, feeling, or emotion toward
CLD students
Cultural Competence- self awareness, sensibility
to differences,
and the ability to see issues from another’s
perspective
Do not expect others to be just like you, rather,
expect and value
difference.
“There is something that is much more scarce, something rarer than ability. It is the ability to recognize ability.”
—Robert Half
Remember…
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