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IdentifyingGifted and Talented Students,[object Object],Angela M. Housand,[object Object],University of North Carolina, Wilmington,[object Object],housanda@uncw.edu,[object Object],Confratute 2009 at University of Connecticut,[object Object],Storrs, CT,[object Object]
housanda@uncw.edu,[object Object]
Understand the unique behaviors that characterize giftedness,[object Object],Specific resources and examples for your use and adaptation,[object Object],An easy to follow 6-step strategy for identifying students for talent development,[object Object],Why This Strand?,[object Object]
Where would you start?,[object Object]
Topics for the Week,[object Object],Day 1:  Definitions of Giftedness,[object Object],			 Gifted Behaviors,[object Object],Day 2:  Creating a Talent Pool,[object Object],			 Identifying G & T Students,[object Object],Day 3:  Identifying G & T Students,[object Object],			 Total Talent Portfolio,[object Object],Day 4:  Wrap-up and Closure,[object Object]
Definition,[object Object],There is no universally accepted definition for gifted, talented, or giftedness,[object Object]
Definition,[object Object],The particular definition adopted by a school district will:,[object Object],Guide the identification process,[object Object],Consequently determine who is selected for services,[object Object]
3 Ring Conception of Giftedness,[object Object]
Gagné’s DMGT Model,[object Object],Differentiated Model of Giftedness and Talent,[object Object],Distinguishes between “gifts” and “talents”,[object Object],Gifts:,[object Object],General aptitudes,[object Object],Untrained natural ability,[object Object],Talents:,[object Object],Specific skills,[object Object],Learned capabilities,[object Object]
Taylor’s Multiple Talent Totem Poles,[object Object]
Multiple Talent Totem Poles (1984),[object Object],Academic,[object Object],Productive Thinking,[object Object],Communicating,[object Object],Forecasting,[object Object],Decision Making,[object Object],Planning (Designing),[object Object],Implementing,[object Object],Human Relations,[object Object],Discerning Opportunities,[object Object]
Sternberg’s Triarchic Theory,[object Object],Analytical Giftedness,[object Object],Synthetic Giftedness,[object Object],Creativity,[object Object],Insightfulness,[object Object],Intuition,[object Object],Ability to cope with novelty,[object Object],Practical Giftedness,[object Object],Apply first two in pragmatic situations,[object Object],Wisdom – concerns about needs and welfare of others,[object Object]
Gardner’s Multiple Intelligences,[object Object],Linguistic,[object Object],Logical-Mathematical,[object Object],Spatial,[object Object],Musical,[object Object],Bodily-kinesthetic,[object Object],Interpersonal,[object Object],Intrapersonal,[object Object],Naturalist,[object Object]
U.S. D.O.E Definition,[object Object],	Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services of activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor (Department of Education, 1993).,[object Object]
NAGC State of the States,[object Object],In the U.S:  Program and Service for gifted learners made at the state and local levels,[object Object],Gifted By State,[object Object]
State Definitions,[object Object],Davidson Institute for Talent Development,[object Object],Missouri,[object Object],Kansas,[object Object],California,[object Object],Connecticut,[object Object],North Carolina,[object Object]
State Definitions,[object Object],Why do you think CA provides the districts with choices for identification categories?,[object Object]
Definition,[object Object],DANGER!,[object Object],If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females,[object Object]
Confratute: Identification of G/T
Renzulli’sDear Mr. & Mrs. Copernicus,[object Object],	A study conducted by the American College Testing (ACT) Program titled, Varieties of Accomplishment After College: Perspectives on the Meaning of Academic Talent (Munday & Davis, 1974), resulted in the following conclusion:,[object Object]
The adult accomplishments were found to be uncorrelated with academic talent, including test scores, high school grades, and college grades. However, the adult accomplishments were related to comparable high school non-academic (extra curricular) accomplishments. This suggests that there are many kinds of talents related to later success which might be identified and nurtured by educational institutions (abstract).,[object Object]
3 Ring Conception of Giftedness,[object Object]
Confratute: Identification of G/T
Characteristics,[object Object]
Characteristics,[object Object],Behaviors,[object Object]
T,[object Object],I,[object Object],C,[object Object],U,[object Object],C,[object Object],A,[object Object],P,[object Object],Gifted Behaviors NOT Gifted People!,[object Object]
Gifted Artist,[object Object],Talented Mathematician,[object Object],Use “defining” terms as adjectives:,[object Object],Talented Musician,[object Object],Gifted Writer,[object Object]
Personality FactorsInfluencing Gifted Behavior,[object Object],Charm/Charisma,[object Object],Need for Achievement,[object Object],Ego Strength,[object Object],Energy,[object Object],Sense of Destiny,[object Object],Perception of Self, Self-Efficacy,[object Object],Courage,[object Object],Character,[object Object],Intuition,[object Object],Personal Attractiveness,[object Object]
Environmental FactorsInfluencing Gifted Behavior,[object Object],SES,[object Object],Parental Personalities,[object Object],Education of Parents,[object Object],Stimulation of Childhood Interests,[object Object],Family Position,[object Object],Formal Education,[object Object],Role Model Availability,[object Object],Physical Illness and/or Well Being,[object Object],Chance Factors,[object Object],Zeitgeist,[object Object]
Above Average Ability,[object Object],Above Average (General) Ability: Characteristics,[object Object],High levels of:,[object Object],Abstract thinking,[object Object],Verbal reasoning,[object Object],Numerical reasoning,[object Object],Spatial relations,[object Object],Memory & word fluency,[object Object],Adapts to novel situations,[object Object]
Above Average Ability,[object Object],Above Average (General) Ability: Characteristics,[object Object],Automization of:,[object Object],Information processing,[object Object],Rapid, accurate & selective retrieval of information,[object Object],Adapts to novel situations,[object Object]
Above Average Ability,[object Object],Above Average (Specific) Ability: Characteristics,[object Object],Application of various combinations of general abilities to one or more specialized areas of knowledge or performance,[object Object]
Above Average Ability,[object Object],Above Average (Specific) Ability: Characteristics,[object Object],Capacity for acquiring & using:,[object Object],Advanced knowledge,[object Object],Techniques,[object Object],Logistics,[object Object],Strategies,[object Object],Capacity to determine relevance of information,[object Object]
Task Commitment,[object Object],Task Commitment: Characteristics,[object Object],High levels of:,[object Object],Interest,[object Object],Enthusiasm,[object Object],Fascination,[object Object],Involvement,[object Object],Demonstrates:,[object Object],Perseverance,[object Object],Endurance,[object Object],Determination,[object Object],Hard work,[object Object],Dedicated practice,[object Object]
Task Commitment: Characteristics,[object Object],Task Commitment,[object Object],Self-confident,[object Object],Belief in one’s own ability,[object Object],Driven to achieve,[object Object],Rage to Master,[object Object],Open to criticism,[object Object]
Task Commitment,[object Object],Task Commitment: Characteristics,[object Object],Ability to identify problems,[object Object],Sets high standards for self & others,[object Object],Developing sense of taste, quality & excellence about work products,[object Object]
Creativity,[object Object],Creativity:Characteristics,[object Object],Fluency, flexibility & originality of thought,[object Object],Openness to experience,[object Object],Receptive to new & different thoughts, actions, and products,[object Object]
Creativity,[object Object],Creativity:Characteristics,[object Object],Curious,[object Object],Speculative,[object Object],Adventurous,[object Object],“Mentally Playful”,[object Object]
Creativity,[object Object],Creativity:Characteristics,[object Object],Sensitive to:,[object Object],Details,[object Object],Aesthetic characteristics of ideas & things,[object Object],Willing to:,[object Object],Act on own ideas and feelings,[object Object],React to external stimulation,[object Object]
School House Giftedness,[object Object],Creative Giftedness,[object Object]
Teacher Pleaser,[object Object],Evil Genius,[object Object]
Characteristics: Seeing,[object Object],Unusual alertness,[object Object],Joy in learning,[object Object],Keen observation,[object Object],Sees “Big Picture”,[object Object],Makes connections,[object Object],Intense focus,[object Object],Curious,[object Object]
Characteristics: Speed,[object Object],Early and rapid learning,[object Object],Rapid language development,[object Object],Metacognitively efficient,[object Object]
Superior  ≠,[object Object]
Superior  =,[object Object]
Characteristics: Differences,[object Object],Superior language,[object Object],Verbal fluency,[object Object],Large vocabulary,[object Object],Superior analytical and reasoning ability,[object Object],High-capacity memory,[object Object],Goes beyond what is sought,[object Object],Abstract, complex, and insightful thinking,[object Object]
Creatively Gifted,[object Object],Independent,[object Object],High energy,[object Object],Curious,[object Object],Sense of humor,[object Object],Open-minded,[object Object],Need for privacy and alone time,[object Object]
Creatively Gifted,[object Object],Aware of their own creativeness,[object Object],Originality in thought and action,[object Object],Attracted to complexity and novelty,[object Object],Artistic tendencies,[object Object],Willing to take risks,[object Object],Perceptive,[object Object]
Characteristic ofEminent Adults,[object Object],	Creative,[object Object],	Imaginative,[object Object],	Innovative,[object Object],	A Sense of Destiny,[object Object]
And the not so good…,[object Object],Impulsive,[object Object],Egotistical,[object Object],Argumentative,[object Object],Rebellious,[object Object],Uncooperative,[object Object],Stubborn,[object Object],Childish,[object Object],Absentminded,[object Object],Neurotic,[object Object],Temperamental,[object Object],Capricious,[object Object],Careless,[object Object],Disorganized,[object Object],Demanding,[object Object],Indifferent to Conventions,[object Object]
Characteristics: Negative,[object Object],Uneven mental development,[object Object],Interpersonal difficulties,[object Object],Underachievement,[object Object]
Asynchronous Development,[object Object],Uneven intellectual, physical, and emotional development.,[object Object]
Asynchronous Development,[object Object],Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge,[object Object],Perceived as older due to cognitive ability, but lack behavioral maturity,[object Object]
Your Mission…,[object Object]
Your Mission…,[object Object],[object Object]
Is your district required to follow the state definition?
What are the identification guidelines for your district? Are the guidelines provided by the state?,[object Object]
Identification Considerations,[object Object],High performance vs. high potential,[object Object],High potential students may require different kinds of programming options than high performing students,[object Object],Establish local norms ,[object Object],Use grade level, similarity of learning opportunities & background characteristics rather than national norms,[object Object]
Identification Considerations,[object Object],Target specific behaviors and potentials,[object Object],Avoid generic labels,[object Object],Moderately gifted,[object Object],Highly gifted,[object Object],Label the services, not the students,[object Object]
Identification Procedures Answer,[object Object],Who are the gifted and talented students?,[object Object],Why are we striving to identify them?,[object Object],How do we find them?,[object Object]
Identification Procedures Answer,[object Object],What are the most appropriate tools for identifying students’ gifts and talents?,[object Object],How are data from various tools analyzed and interpreted?,[object Object],Who is responsible for identifying students’ gifts and talents?,[object Object]
Identification Procedures Should:,[object Object],Make logical direct statements about how and where to start the process of screening,[object Object],Be public,[object Object],Be provided in multiple languages,[object Object],reflect the dominant student and parent populations,[object Object],Reflect the student population and demographics of the district,[object Object]
Identification Procedures Should:,[object Object],Reflect students’ needs,[object Object],Reflect the definition of giftedness selected by state or local educators,[object Object],Be defensible and inclusive,[object Object],Include students,[object Object],with disabilities,[object Object],who are English language learners,[object Object],economically disadvantaged ,[object Object]
Identification Procedures Should:,[object Object],Check assessment tools for potential bias,[object Object],Be flexible,[object Object],Be communicated,[object Object],teachers,[object Object],parents,[object Object],administrators,[object Object],students ,[object Object],Be updated at regular intervals to reflect changing demographics,[object Object]
3 Things to Avoid,[object Object],Pitting parents of advantaged children against parents of disadvantaged children,[object Object],Leading people to believe that any one instrument is the answer to identification,[object Object],Proliferating the amount of paperwork,[object Object]
Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.,[object Object]
Before Choosing an Identification Model,[object Object],What organizational model(s) does your school use?,[object Object],How do you group kids and move them around? ,[object Object],How many students can be effectively provided with services?,[object Object]
Before Choosing an Identification Model,[object Object],What pedagogical model(s) guides your school’s work?,[object Object],What you do with kids within any grouping or organizational pattern. (e.g. Johns Hopkins, Mentor Connection, SEM),[object Object]
Renzulli’sIdentification System,[object Object],Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model,[object Object],Strives for equity, excellence, and economy,[object Object],Designed to be flexible,[object Object],Based on research into the behavioral characteristics of highly creative & productive people,[object Object]
The 3 Goals ofRenzulli’s Identification System,[object Object],#1,[object Object],Develop creativity and/or task commitment in Talent Pool students and other students who may come to an educator’s attention through alternate means of identification.,[object Object]
The 3 Goals ofRenzulli’s Identification System,[object Object],#2,[object Object],Provide learning experiences and support systems that promote interaction of creativity, task commitment, and above average achievement.,[object Object],	(Bringing the “rings together!),[object Object]
The 3 Goals ofRenzulli’s Identification System,[object Object],#3,[object Object],Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.,[object Object]
Before Proceeding to Identification,[object Object],Determine size of Talent Pool,[object Object],Number of students you can serve effectively,[object Object],Effect of direct & indirect services you can develop through schoolwide involvement of other teachers & outside resources,[object Object],Planned growth over time,[object Object]
Assess Needs and Plan Program,[object Object],Discuss what types of services to provide,[object Object],Choose who will provide services,[object Object],Decide when services will be provided,[object Object],Plan where services will be provided,[object Object]
Internal Consistency,[object Object],Abilities and Interests of Students ,[object Object],Services and Programs Provided,[object Object],Identification of interests and needs,[object Object],Characteristics of Students,[object Object]
Confratute: Identification of G/T
Continuum of Services,[object Object],In Class Enrichment,[object Object],Enrichment Clusters,[object Object],SchoolwideEvents,[object Object],Grade Level Events,[object Object],Differentiation/ Compacting,[object Object],Pull-out Programs,[object Object],Enrichment Clusters,[object Object],Enrichment Triad,[object Object]
Internal Consistency,[object Object],Develop a criteria for your Talent Pool that matches your program!,[object Object]
Test Score Criteria,[object Object], [Approximately 50% of ,[object Object],The Talent Pool] ,[object Object],Total Talent Pool Consists of Approximately 15% of the General Population,[object Object],99th,[object Object],%ile,[object Object],Test Score,[object Object],Nominations,[object Object],[Automatic, and Based on ,[object Object],Local Norms],[object Object],Step 1,[object Object],92nd,[object Object],%ile,[object Object],Non-Test Criteria,[object Object], [Approximately 50% of ,[object Object],The Talent Pool] ,[object Object],Teacher Nominations,[object Object],[Automatic Except in Cases of Teachers ,[object Object],Who Are Over or Under Nominators],[object Object],Step 2,[object Object],Step 3,[object Object],Alternative Pathways,[object Object],Case Study,[object Object],                Special Nominations,[object Object],Step 4,[object Object],Case Study,[object Object],Notification of Parents,[object Object],Step 5,[object Object],          Action Information Nominations,[object Object],Step 6,[object Object],Renzulli Identification System,[object Object]
Talent Pool Membership	,[object Object],Students who demonstrate above average ability on cognitive tests,[object Object],Students who would most benefit from supplementary services,[object Object],May be based on                                         state guidelines,[object Object]
Identifying Talent Pool Students ,[object Object],Local decision for criteria,[object Object],Use multiple criteria ,[object Object],Look beyond the obvious - look for potential,[object Object]
Form Talent Pool,[object Object],Test Scores,[object Object],Teacher Recommendations,[object Object],Student Self-Nominations,[object Object],Parent Nominations,[object Object],Grades,[object Object],Observations,[object Object]
Test Score Criteria,[object Object], [Approximately 50% of ,[object Object],The Talent Pool] ,[object Object],Total Talent Pool Consists of Approximately 15% of the General Population,[object Object],99th,[object Object],%ile,[object Object],Test Score,[object Object],Nominations,[object Object],[Automatic, and Based on ,[object Object],Local Norms],[object Object],Step 1,[object Object],92nd,[object Object],%ile,[object Object],Non-Test Criteria,[object Object], [Approximately 50% of ,[object Object],The Talent Pool] ,[object Object],Teacher Nominations,[object Object],[Automatic Except in Cases of Teachers ,[object Object],Who Are Over or Under Nominators],[object Object],Step 2,[object Object],Step 3,[object Object],Alternative Pathways,[object Object],Case Study,[object Object],                Special Nominations,[object Object],Step 4,[object Object],Case Study,[object Object],Notification of Parents,[object Object],Step 5,[object Object],          Action Information Nominations,[object Object],Step 6,[object Object],Renzulli Identification System,[object Object]
Step 1: Test Score Nomination,[object Object],I.Q. Testing,[object Object],And,[object Object],Gifted Education,[object Object]
Step 1: Test Score Nomination,[object Object]
Achievement Tests,[object Object],Iowa Tests of Basic Skills,[object Object],Riverside Publishing Company,[object Object],www.riversidepublishing.com,[object Object],Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources,[object Object]
Achievement Tests,[object Object],Metropolitan Achievement Test,[object Object],Harcourt Brace Educational Measurement,[object Object],www.harcourtassessment.com,[object Object],Focuses on reading, mathematics, language, writing, science, and social studies,[object Object]
Achievement Tests,[object Object],Stanford Achievement Test,[object Object],Harcourt Brace Educational Measurement,[object Object],www.harcourtassessment.com,[object Object],Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening,[object Object]
Intelligence/Ability Tests,[object Object],Cognitive Abilities Test Form 6 (CogAT),[object Object],Riverside Publishing,[object Object],http://www.riverppub.com/,[object Object],Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal,[object Object]
Intelligence/Ability Tests,[object Object],Naglieri Nonverbal Ability Test,[object Object],Harcourt Brace Educational Measurement,[object Object],www.harcourtassessment.com,[object Object],Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.,[object Object]
Intelligence/Ability Tests,[object Object],Otis-Lennon School Ability Test,[object Object],Harcourt Brace Educational Measurement,[object Object],www.harcourtassessment.com,[object Object],Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.,[object Object]
Intelligence/Ability Tests,[object Object],Cornell Critical Thinking Tests,[object Object],Critical Thinking Books & Software,[object Object],www.criticalthinking.com,[object Object],Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.,[object Object]
Intelligence/Ability Tests,[object Object],Kuhlmann-Andersion Tests,[object Object],Scholastic Testing Service,[object Object],www.ststesting.com,[object Object],Assesses verbal and nonverbal abilities.,[object Object]
Step 2: Teacher Nomination,[object Object],All Teachers need to be informed,[object Object],Procedures for nomination,[object Object],Students who have gained access through test scores,[object Object],AVOID NEEDLESS PAPERWORK!,[object Object]
Step 2: Teacher Nomination,[object Object],Allows identification of students who exhibit behaviors not determined by tests,[object Object],High levels of creativity,[object Object],Task commitment,[object Object],Unusual or intense interests,[object Object],Unusual talents,[object Object]
Step 2: Teacher Nomination,[object Object],Acceptance equal to test scores with one exception…,[object Object]
Step 2: Teacher Nomination,[object Object],Acceptance equal to test scores with one exception…,[object Object],	Teachers who over-identify,[object Object]
Teacher Rating Scales,[object Object],Gifted and Talented Evaluation Scales,[object Object],Pro-ed,[object Object],www.proedinc.com,[object Object],[object Object],[object Object],[object Object],[object Object]
Scales for Rating the Behavioral Characteristics of Superior Students,[object Object]
Step 3: Alternate Pathways,[object Object],Defined locally,[object Object],Allows Talent Pool to reflect,[object Object],Needs of student population,[object Object],Demographics of district population,[object Object],Allows for non-traditional students to receive services,[object Object]
Step 3: Alternate Pathways,[object Object],Examples,[object Object],Self-nomination,[object Object],Parent nomination,[object Object],Peer nomination,[object Object],Tests of Creativity,[object Object],Product evaluation,[object Object]
Step 3: Alternate Pathways,[object Object],Leads to initial consideration by a screening committee,[object Object],NOT AUTOMATIC!,[object Object]
Step 3: Alternate Pathways,[object Object],Screening makes evaluation based on:,[object Object],Previous school records,[object Object],Interviews with students, teachers, & parents,[object Object],Administered individual assessments recommended by committee,[object Object],Placed in program on trial basis.,[object Object]
Confratute: Identification of G/T
Confratute: Identification of G/T
Creative Thinking Skills,[object Object],Torrance Tests of Creative Thinking,[object Object],Scholastic Testing,[object Object],www.ststesting.com,[object Object],Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.,[object Object]
Creative Thinking Skills,[object Object],Group Inventory for Finding Creative Talent,[object Object],Educational Assessment Service,[object Object],www.sylviarimm.com,[object Object],Focuses on creativity via imagination, independence, and multiple interests.,[object Object]
Underachievers: Personality,[object Object],Low self-esteem or Low self-efficacy,[object Object],Feelings of Pessimism,[object Object],Anxious, impulsive, or inattentive,[object Object],Aggressive, hostile,[object Object],Depressed,[object Object],Socially immature,[object Object]
Maladaptive Strategies,[object Object],Lack goal-directed behavior,[object Object],Poor coping skills,[object Object],Poor self-regulation,[object Object],Defense mechanisms,[object Object]
Not all bad…,[object Object],[object Object]
Intense outside interests
Creative,[object Object]
Twice-Exceptional,[object Object],Gifted with Learning Disability,[object Object],May also demonstrate,[object Object],Learned helplessness,[object Object],Perfectionism,[object Object],Supersensitivity,[object Object],Low self-esteem,[object Object],Behaviors may hamper identification,[object Object]
Look For:,[object Object],Advanced vocabulary use,[object Object],Exceptional analytic abilities,[object Object],Divergent thinking,[object Object],High levels of creativity,[object Object],Spatial abilities,[object Object],Advanced problem-solving skills,[object Object],Specific aptitude,[object Object],Good                  memory,[object Object]
Hispanics,[object Object],Express leadership collaboratively rather than competitively,[object Object],Demonstrate intensity through “Abrazo”,[object Object],	(an index of personal support),[object Object]
African American,[object Object],MAY…,[object Object],Seek structure and organization in required tasks,[object Object],Be slow to motivate in some abstract activities,[object Object],Have large vocabulary, but one inappropriate for school,[object Object],Makes up games or activities,[object Object]
African American,[object Object],MAY…,[object Object],Have extremely strong concentration,[object Object],Express displeasure in having to stop certain activities,[object Object],Be very independent,[object Object],Neglect school work due to other interests,[object Object],Not show expected achievement,[object Object]
American Indian & Alaska Native,[object Object],MAY…,[object Object],[object Object]
Ask few questions
Be a more concrete learner
Be humble, quiet
Not be competitive
Not openly express feelings,[object Object]
Not look a teacher in the eye
Use culturally traditional ways of dealing with personal issues,[object Object]
Prefer to work with others but practice alone
Consider family & religious activities more important than school,[object Object]
Have more developed aural/oral memory
Not be comfortable speaking in public
Be fluently bi- or tri-lingual,[object Object]
Step 4:Special Nominations,[object Object],Circulate a list to ALL past and present teachers,[object Object],Allows resource teachers to nominate,[object Object],Allows override of current teacher if necessary,[object Object]
Step 5:Notification & Orientation of Parents,[object Object],Letter of Notification,[object Object],Comprehensive description of Program,[object Object],Focuses on child placement in Talent Pool,[object Object],Not certification of giftedness,[object Object]
Step 5:Notification & Orientation of Parents,[object Object],Meeting to explain ALL program policies, procedures, & activities,[object Object],How admission to program was determined,[object Object],Additions may be made during year,[object Object],Invite further interactions,[object Object]
Step 5:Notification & Orientation of Parents,[object Object],Similar orientation for students!,[object Object],Not told they are gifted,[object Object],Focus on the opportunities available to develop gifted behaviors,[object Object]
Step 6: Action		  Information		  Nominations,[object Object],Safety Valve No.2,[object Object]
Step 6:Action Information Nominations,[object Object],The dynamic interactions that occur when a student becomes extremely interested in or excited about a particular topic, area of study, issue, idea, or event.,[object Object]
Step 6:Action Information Nominations,[object Object],Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.,[object Object]
Confratute: Identification of G/T
Confratute: Identification of G/T
TheTotalTalentPortfolio                      ,[object Object],Looking at Strengths & Interests…,[object Object]
Total Talent Portfolio,[object Object],A systematic way to gather, record, and use information about each young person’s strengths and abilities.,[object Object]
Total Talent Portfolio,[object Object],Participation in Enrichment Clusters, Extra-Curricular Activities,[object Object],Compacting,[object Object],Recommendations for future,[object Object],Student Goals,[object Object],Abilities (Test Scores),[object Object],Learning Styles,[object Object],Learning Environment,[object Object],Thinking Style,[object Object],Expression Style,[object Object],Action Information “Lightbulbs”,[object Object],Student Work/Projects,[object Object]
Confratute: Identification of G/T
Purpose of Total Talent Portfolio,[object Object],To collect several different types of information that portray a student's strength areas, and to regularly update this information.,[object Object]
Purpose of Total Talent Portfolio,[object Object],To classify this information into the general categories of abilities, interests, and learning styles and related markers of successful learning such as organizational skills, content area preferences, personal and social skills, preferences for creative productivity, and learning-how-to-learn skills.,[object Object]
Purpose of Total Talent Portfolio,[object Object],To periodically review and analyze the information in order to make purposeful decisions about providing opportunities for enrichment experiences in the regular curriculum, the enrichment clusters, and the continuum of special services.,[object Object]
Purpose of Total Talent Portfolio,[object Object],To negotiate various acceleration and enrichment learning options and opportunities between teacher and student through participation in a shared decision making process.,[object Object]
Purpose of Total Talent Portfolio,[object Object],To use the information as a vehicle for educational, personal, and career counseling and for communicating with parents about the school's talent development opportunities and their child's involvement in them.,[object Object]
Confratute: Identification of G/T
Continuum of Services,[object Object],In Class Enrichment,[object Object],Enrichment Clusters,[object Object],SchoolwideEvents,[object Object],Grade Level Events,[object Object],Differentiation/ Compacting,[object Object],Pull-out Programs,[object Object],Enrichment Clusters,[object Object],Enrichment Triad,[object Object]
How do I make room for everybody?,[object Object],Provide enrichment opportunities for the whole school,[object Object],Service Projects,[object Object],School Olympics,[object Object],Monster Mansion,[object Object],Art Show,[object Object],Family Nights,[object Object],Science Fairs,[object Object]
Identify Teacher & Student Interests,[object Object],Interest-A-Lyzer,[object Object],Class/Staff Brainstorming,[object Object],Look for trends in responses,[object Object]
Interest-A-Lyzer,[object Object]
Sample Items…Imagine that you can spend a week job shadowing any person in your community to investigate a career you might like to have in the future.  List the occupations of the persons you would select.1st choice ______________________2nd choice______________________3rd choice ______________________,[object Object]
Sample Items (Secondary Interest-A-Lyzer)…If you could conduct an interview with a man or woman you admire, past or present, who would it be?  What 3 questions would you ask him or her?1. ____________________________________2. ____________________________________3. ____________________________________,[object Object]
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Confratute: Identification of G/T
Learning Styles Inventory,[object Object],Sample Items(Renzulli & Smith)…,[object Object],Really Dislike……..Really Like               ,[object Object],Being a member of a panel that 1	2	3	4	5 is discussing current events,[object Object],Working on your own to prepare 	1	2	3	4	5,[object Object],material you will discuss in class,[object Object]
Confratute: Identification of G/T
Confratute: Identification of G/T
www.learning-styles-online.com,[object Object]
Confratute: Identification of G/T
TYPE I*,[object Object],GENERAL EXPLORATORY ACTIVITIES,[object Object],TYPE II,[object Object],GROUP TRAINING ACTIVITIES,[object Object],TYPE III,[object Object],INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS,[object Object],Environment ,[object Object],in General,[object Object],Regular,[object Object],Classroom,[object Object]
Two Types of Information Leading to Identification,[object Object],Status Information,[object Object],Anything you can put down on paper beforehand that tells you something about the student.,[object Object],Action Information,[object Object],Things that you can only document when they are happening or after they happen.,[object Object]
Status Information,[object Object],Grades,[object Object],Test scores,[object Object],Student work samples,[object Object],Surveys,[object Object],Interest,[object Object],Learning Styles,[object Object],Expression Styles,[object Object]
Status Information,[object Object],Teacher input ,[object Object],Parent input,[object Object],Students’ Self-nomination,[object Object],Peer Nominations,[object Object]
Confratute: Identification of G/T
Action Information,[object Object],Teacher observations,[object Object],[object Object]
Thinking
Questioning
Leadership Qualities
Peer Interactions
Skill DevelopmentConversations,[object Object],Interviews,[object Object],Video/audio recordings,[object Object]
Confratute: Identification of G/T
Confratute: Identification of G/T

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Confratute: Identification of G/T

Hinweis der Redaktion

  1. 1973 Version1984 Version includes
  2. 1973 Version1984Version includes
  3. It is distinguishably different, and on measures of performance, it is higher or superior
  4. Hartley 1991
  5. Hartley 1991
  6. Hartley 1991
  7. Hartley 1991