1. Gifted & Talented By: Kalia Shamanski and Jarrett Fuller

2. Explanation Definition has broadened over the years – no one accepted definition Defined by Renzulli as a three component model consisting of high ability, high creativity, and high task commitment Defined by Gardner theory of Multiple Intelligences composed of 8 different areas of intelligence

3. Renzulli’sThree Ring Model Gardner’s Theory Of Multiple Intelligences

4. Causes Biology Genetics Nutrition – impacts child development Environment Significant amounts of stimulation Opportunity to explore and interact with environment High expectations

5. Identification Estimated about 2% of students in school population are gifted Teacher plays a major role in identification Need to be aware of characteristics/classroom behaviors that are typically displayed by gifted students Teachers can assemble information to help with the further steps of determining giftedness and the services they will require Ex. formal tests, formative assessment, assignments Portfolios are a good way to keep track of these items Students from different cultures and from disadvantaged backgrounds are typically overlooked Difficult to identify students who are gifted that an exceptionality Learning disability often masks achievement in other areas

6. Characteristics Academics Superior performance Finished work ahead of everyone Poor achievement due to boredom Underachievement happens when a student’s achievement level is much lower than their cognitive level. Causes for underachievement are: poor self image, desire to fit in, no future vision, desire to rebel May be socially isolated from peers Perfectionism over-concern for details and uncharacteristically high standards Problems occur when student is unable to feel satisfaction in their work. Asynchronous Development Caused by uneven development in rates of intellectual, emotional, and physical development. Can vary with the students degree of giftedness. Students may feel out of sync with their peers or have different maturity levels in different situations

7. Curriculum Strategies Acceleration: Placing students at a higher level than normal to meet their needs. This could consist of: content acceleration, grade skipping, specially designed credit courses or early graduation. Telescoping: Reducing the amount of time a student takes to cover the curriculum. Compacting: Streamline the amount of time the student spends on the regular curriculum. This frees the student to work on other curricular areas. Independent study: Allow students to take their own time and investigate the course topics. Some examples of independent study include: developing skills for creative and critical thinking, learning research skills, or simply keeping a portfolio. Enrichment: techniques that provide topics, skill development, materials, or experiences that extend the depth of coverage beyond the typical curriculum

8. Teaching Strategies Challenge the student to relate the this course to other courses they are taking. Allow the student to move on to new work instead of waiting for others. Promote self-initiated and self-directed learning Incorporate internet based activities into lessons Balance coverage of basic discipline and the arts Use a variety of learning materials Focus on the higher levels of Bloom’s taxonomy. Provide opportunities for the them to be mentored by older students. Educate about potential future career options

9. Problematic Practices for Gifted Students When involved with group work, students who are gifted may end up doing the majority of the work They are often subjected to more difficult grading criteria When they finish assignments early, they are given more of the same work They are over used as “co-teachers” to help students who need assistance Advanced levels of critical thinking are not typically incorporated into lessons Instructional methods in classrooms are generally limited in range and complexity Vocabulary use in the classroom is inappropriate for advanced learners

10. Enhancing Inclusive Classrooms Promote a sense of community and social acceptance Recognize gifted student’s abilities are assets to the classroom Dispel any stereotypes about giftedness Discuss uniqueness of gifted students in terms of classroom diversity

11. Support for Teachers For teachers to be able to provide a quality education to students who are gifted the following aspects are very important: Classroom teachers need to be well trained in dealing with the many and varied needs of gifted students Teachers need to have a support team consisting of resource personnel and professionals Provide resource materials and strategies Teachers need adequate planning time Great emphasis on being very organized and prepared

12. Bibliography Smith, Tom E.C., Polloway, Edward A., Patton, James M., Dowdy, Carol A., McIntyre, Laureen J., & Francis, Garnett C. (2010). Teaching students with special needs in inclusive settings. Toronto: Pearson Education Canada Symons, C. (Ed.). (2008). The Exceptional Teachers’ Casebook: Reference document for children and adolescents with exceptionalities. Brandon, MB: Brandon University Valerie McInnes – Resource Teacher – Ethelbert, MB http://education.alberta.ca/media/525558/ipp92.pdf http://www.ednet.ns.ca/pdfdocs/studentsvcs/challenge/full-web_withoutpancakes.pdf http://abccalgary.org/behaviorsofgt.html http://www.bced.gov.bc.ca/specialed/gifted/