the gifted child

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THE GIFTED CHILD Who ? What? When? Where? Why? How?

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results of an informal local survey regarding the general knowledge of giftedness.

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Page 1: The gifted child

THE GIFTED CHILDWho ? What? When? Where? Why? How?

Page 2: The gifted child

THE GIFTED CHILD

Hoagies’ Gifted Education Page” writes the following for parents…

No individual can be more exhilarating

or more frustrating.

The parents and teachers who deal with these wonderful children

can often be described in a this single word -

Exhausted!

Page 3: The gifted child

The gifted child can speak as an adult one minute, comparing the emotional relationships in Les Mis with relationships in her own life, or discussing potential conflicts between evolution and the bible, and in the next minute throw an impressive tantrum because she didn't get what she wanted... right now!

She can have you in awe of her theories on accelerated space travel, or pulling your hair out in frustration over her argumentative refusal to do her part in everyday chores.

http://www.hoagiesgifted.org/parents.htm

Page 4: The gifted child

AND THE FOLLOWING FOR EDUCATORS…

Teachers of the gifted are faced with many issues.

Is the gifted child identified appropriately? 

How can I best serve him?

 What are her greatest needs? 

What teaching techniques have been shown to work, or to fail, for gifted children? 

What techniques are best for the individual gifted children I have before me this day, this week, this year?

  How can I teach these gifted children and still give my best to

the rest of my classroom, especially my low-testing kids?http://www.hoagiesgifted.org/educators.htm

Page 5: The gifted child

BUT THE BIG QUESTION IS…

What to teachers, parents, students and the communities know about “Giftedness” anyway?

So, let’s do a KWL!

Page 6: The gifted child

WHAT DO WE KNOW?The National Association of Gifted Children

Page 7: The gifted child

GIFTED SURVEY QUESTION BANK DEVELOPED FROM HTTP://WWW.NAGC.ORGAWZETTLER 07.12.2013

visited the National Association for Gifted Children,

developed a bank of questions based on the QA sections for parents and teachers, the gifted myths, and national standards for the gifted, then

organized my questions into categories.

Identification Process

Gifted Defined Curriculum and

Instruction Specific Teacher

Knowledge General Public

Knowledge

In order to find out what is known about “giftedness,” I… Question Categories

Page 8: The gifted child

IDENTIFICATION PROCESS

My district uses a multi-criteria approach in identifying children who are gifted and talented

I know the procedures for nominating children for gifted and talented programs

Students are placed in gifted programs based on need, rather than availability

Diversity and social-emotional needs are not considered when evaluating a student for giftedness

My district uses a multi-criteria approach in identifying children who are gifted and talented

Page 9: The gifted child

GIFTED DEFINED

I know the definition of “gifted” according to my district and state guidelines

Students who earn poor grades are not gifted

Gifted students are happy, popular, and well adjusted in school

Gifted and talented students may come from low-socioeconomic backgrounds

Gifted and talented students learn differently than other students

All Children are gifted Children with learning disabilities cannot be

gifted

Page 10: The gifted child

CURRICULUM AND INSTRUCTION My child’s teachers calibrate curriculum and instruction to his/her abilities and

interests rather than his/her age My child’s teachers adjust instruction based on what s/he already know to

ensure that s/he may learn something new every day My child’s teachers provide a challenging curriculum My child’s teachers understand gifted learner differences My child’s teachers provide opportunities for my child to work with other

advanced students My child demonstrates continuous progress My child demonstrated confidence My child demonstrates achievement at the level at which s/he is capable Teachers at my school differentiate instruction, so gifted children do

not need special services. Acceleration means: “students who finish their work early are given

opportunities to go on to the next lesson” Acceleration, curriculum compacting, grouping, pullout, and

differentiation are all strategies used when working with gifted children

AP classes can take the place of a gifted program My school offers a variety of services, programs, and options for gifted

services

Page 11: The gifted child

TEACHER KNOWLEDGE

I know – 1) the procedures for how to determine children’s

present level ability, 2) how to nominate children for gifted/talented

programs, and 3) which support services are available for gifted

and talented children I know the district policies for acceleration

strategies k-12 Gifted students can be accelerated by subject

grade level and/or entire grade level in my district Free professional development courses for

working with gifted children are available in my district for district employees

Page 12: The gifted child

GENERAL PUBLIC KNOWLEDGE Creativity cannot be taught

There are National Stands for Gifted programming

Gifted students are able to do fine on their own and do not need extra help

Gifted students make everyone else in the class smarter by providing a role model or a challenge

Decisions about gifted children and gifted education are made primarily at the local and state levels because the federal government does not fund or require gifted education service

Gifted education requires an abundance of resources.

AP courses are for gifted and talented students

Acceleration placement options are socially harmful for gifted students

Gifted education programs are elitist

It is important for all teachers to understand the issues in definitions, theories, and identification of gifted and talented students, including those from diverse backgrounds

Only teachers trained in gifted education need to understand, plan, and implement a range of evidence-based strategies for working with “gifted” children

Only teachers trained in gifted education need to recognize the learning differences, developmental milestones, and cognitive/affective characteristics of gifted and talented students

Page 13: The gifted child

WHAT DO I WANT TO KNOW?SurveyMonkey

Page 14: The gifted child

SURVEY DEVELOPED ON SURVEYMONKEY.COM

Selected ten questions based which questions seemed to cover several catagories and then

Sent the link to teachers, students, friends, and family, then

From the list, I

Page 15: The gifted child

RESULTS OF THE SURVEYP = 23

Page 16: The gifted child

IDEN

TIF

ICATIO

N

My district uses a multi-criteria approach in identifying children who are gifted and talented.

TRUE or FALSE

The rules for identifying Giftedness are state mandated.

However, “Plan B” is in effect for most states, offering options for children from low-socioeconomic backgrounds or English Language Learnings.

74%

26%

Percentage

TRUEFALSE

Page 17: The gifted child

 CU

RR

ICU

LU

M A

ND

INS

TR

UC

TIO

N

Acceleration, curriculum compacting, grouping, pullout, and differentiation are all strategies used when working with gifted children.

TRUE

These are all evidence based strategies for working with gifted children, as well as typical and students with disabilties.74%

26%

Percentage

TRUEFALSE

Page 18: The gifted child

 CU

RR

ICU

LU

M A

ND

INS

TR

UC

TIO

N

Gifted students can be accelerated by subject grade level and/or entire grade level in my district

TRUE or FALSE

This depends on the state.

The National Standards are only recommendations.

74%

26%

Percentage

TRUEFALSE

Page 19: The gifted child

 CU

RR

ICU

LU

M A

ND

INS

TR

UC

TIO

N

Teachers at my school differentiate instruction, so gifted children do not need special services

FALSE

The key is that all gifted children need special service options.

It does not matter what the teachers are doing in the regular education classroom.

26%

74%

Percentage

TRUEFALSE

Page 20: The gifted child

 CU

RR

ICU

LU

M A

ND

INS

TR

UC

TIO

N

Acceleration means: “students who finish their work early are given opportunities to go on to the next lesson.”

Tricky Question…

FALSE!

The definition of Acceleration is when students are allowed to:

move at his/her own pace through individualized course material

test out of any unit with a high enough score on a unit pre-test

take above-level coursework in the age-level classroom

move to a higher grade-level class for one or more subjects

skip one or more grades

56%

44%

Percentage

TRUEFALSE

Page 21: The gifted child

GIF

TED

DEFIN

ED

I know the definition of “gifted” according to my district and state guidelines.

TRUE OR FALSE

All teachers should know this information.

48%52%

Percentage

TRUEFALSE

Page 22: The gifted child

GIF

TED

DEFIN

ED

Students who earn poor grades are not gifted

FALSE

Many students who are gifted do not do well in school for a variety of reasons.

4%

96%

Percentage

TRUEFALSE

Page 23: The gifted child

GIF

TED

DEFIN

ED

Gifted and Talented students may come from low socio economic backgrounds.

TRUE

Gifted comes in every size, shape, color, and son on.

91%

9%

Percentage

TRUEFALSE

Page 24: The gifted child

TEA

CH

ER

KN

OW

LED

GE

I know –

1) the procedures for how to determine children’s present level ability,

2) how to nominate children for gifted/talented programs, and

3) which support services are available for gifted and talented children.

TRUE OR FALSE

All educators should know this information.

44%

56%

Percentage

TRUEFALSE

Page 25: The gifted child

GEN

ER

AL P

UB

LIC

KN

OW

LED

GE

Only teachers trained in gifted education need to understand, plan, and implement a range of evidence-based strategies for working with “gifted” children.

FALSE!

All teachers are responsible for knowing strategies for working with all children. Regular education teachers are required by law to implement the Gifted Education Plan as written.

17%

83%

Percentage

TRUEFALSE

Page 26: The gifted child

WHAT DID I LEARN?

Page 27: The gifted child

THE LEVEL OF KNOWLEDGE DEPENDS ON…

My students were completely misinformed about all aspects of giftedness.

My Peers (teachers) were sadly lacking in knowledge about our district, but othewise answered questions knowledgably

The parents of my gifted students answered every question with knowledge and accuracy

My friends and family answered general knowledge questions correctly, but did not know much about teaching strategies

TEACH KIDS about “giftedness”

Inservice on District Policies on Gifted Programming and Education and Identification Process

Continue to have great report with my students’ parents

Continue to publish general information about giftedness on my social networking and

blogging sites.

Who Answered the Question…

ACTION PLAN