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)

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inte

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asks

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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