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Six Steps to Success:Effective Identification Procedures Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu North Carolina Association for the Gifted and Talented 2010  Winston Salem, NC
AND
ahousand.googlepages.com
Understand the unique behaviors that characterize giftedness Specific resources and examples for your use and adaptation An easy to follow 6-step strategy for identifying students for talent development Why This Session?
	This person was told by an editor that she could never write anything that had popular appeal.
P Louisa May Alcott was told by an editor that she would never write anything popular.  Little Women is considered one of the the best American children’s books of the past 200 years.
	This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Even her family provided her with very little encouragement and support. For many years she lived in fantasy as the mistress of her alcoholic father’s household.
Eleanor Roosevelt
You must do the thing you think you cannot do. -Eleanor Roosevelt
	This person was four years old before he could speak and seven before he could read: He was considered dull by both his parents and his teachers.
Albert Einstein Above average intelligence (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://streams.gandhiserve.org/images/einstein.jpg
P This man was fired by a newspaper editor because he didn’t have enough good ideas.
P Walt Disney This man was fired by a newspaper editor because he didn’t have enough good ideas.
	As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, and frequently failed in school. It took him three years to complete the first grade. His father soon decided the boy needed more discipline and suggested military school.  Before being admitted, however, he failed the entrance examination three times. A teacher once called him the naughtiest small boy in England.
WinstonChurchill 	Superior capacity for communication 	Well-rounded 	Broad interests (Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image:  http://worldroots.com/brigitte/gifs/churchill.jpg
Topics for Today Giftedness & Gifted Behaviors Identifying G & T Students Wrap-up and Closure
Definition There is no universally accepted definition for gifted, talented, or giftedness
Article 9B Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. 	(1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
Article 9B School districts are required to follow the North Carolina state definition: Guide the identification process Consequently determine who is selected for services
Identification Considerations There is no perfect identification system! Match identification procedures to the services provided Identification does not determine if a student is “gifted” or “not gifted” It selects students who would benefit from supplementary services
Identification Considerations High performance vs. high potential High potential students may require different kinds of programming options than high performing students Establish local norms  Use grade level, similarity of learning opportunities & background characteristics
Identification Considerations Target specific behaviors and potentials Avoid generic labels Moderately gifted Highly gifted Label the services, not the students
Identification Procedures Answer Who are the gifted and talented students? Why are we striving to identify them? How do we find them?
Identification Procedures Answer What are the most appropriate tools for identifying students’ gifts and talents? How are data from various tools analyzed and interpreted? Who is responsible for identifying students’ gifts and talents?
Identification Procedures Should: Make logical direct statements about how and where to start the process of screening Be public Be provided in multiple languages Reflect the dominant student and parent populations Reflect the student population and demographics of the district
Identification Procedures Should: Reflect students’ needs Reflect the state definition of giftedness  Be defensible and inclusive Include students with disabilities who are English language learners economically disadvantaged
Identification Procedures Should: Check assessment tools for potential bias Be flexible Be communicated teachers parents administrators students  Be updated at regular intervals to reflect changing demographics
3 Things to Avoid Pitting parents of advantaged children against parents of disadvantaged children Leading people to believe that any one instrument is the answer to identification Proliferating the amount of paperwork
Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
Renzulli’sIdentification System Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model Strives for equity, excellence, and economy Designed to be flexible Based on research into the behavioral characteristics of highly creative & productive people
3 Ring Conception of Giftedness
The 3 Goals ofRenzulli’s Identification System #1 Develop the potential of students who may come to an educators’ attention through alternate means of identification.
The 3 Goals ofRenzulli’s Identification System #2 To ensure that students’ have the support that will promote the interaction of creativity, task commitment, and above average achievement. 	(Bringing the “rings together!)
The 3 Goals ofRenzulli’s Identification System #3 Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
Characteristics
Characteristics Behaviors
T I C U C A P Gifted Behaviors NOT Gifted People!
Gifted Artist Talented Mathematician Use “defining” terms as adjectives: Talented Musician Gifted Writer
Above Average Ability Above Average (General) Ability: Characteristics High levels of: Abstract thinking Verbal reasoning Numerical reasoning Spatial relations Memory & word fluency
Above Average Ability Above Average (General) Ability: Characteristics Automization of: Information processing Rapid, accurate & selective retrieval of information Adapts to novel situations
Above Average Ability Above Average (Specific) Ability: Characteristics Application of various combinations of general abilities to one or more specialized areas of knowledge or performance
Above Average Ability Above Average (Specific) Ability: Characteristics Capacity for acquiring & using: Advanced knowledge Techniques Logistics Strategies Capacity to determine relevance of information
Task Commitment Task Commitment: Characteristics High levels of: Interest Enthusiasm Fascination Involvement Demonstrates: Perseverance Endurance Determination Hard work Dedicated practice
Task Commitment: Characteristics Task Commitment Self-confident Belief in one’s own ability Driven to achieve Rage to Master Open to criticism
Task Commitment Task Commitment: Characteristics Ability to identify problems Sets high standards for self & others Developing sense of taste, quality & excellence about work products
Creativity Creativity:Characteristics Fluency, flexibility & originality of thought Openness to experience Receptive to new & different thoughts, actions, and products
Creativity Creativity:Characteristics Curious Speculative Adventurous “Mentally Playful”
Creativity Creativity:Characteristics Sensitive to: Details Aesthetic characteristics of ideas & things Willing to: Act on own ideas and feelings React to external stimulation
School House Giftedness Creative Giftedness
Teacher Pleaser Evil Genius
Characteristics: Seeing Unusual alertness Joy in learning Keen observation Sees “Big Picture” Makes connections Intense focus Curious
Characteristics: Speed Early and rapid learning Rapid language development Metacognitively efficient
Superior  ≠
Superior  =
Characteristics: Differences Superior language Verbal fluency Large vocabulary Superior analytical and reasoning ability High-capacity memory Goes beyond what is sought Abstract, complex, and insightful thinking
Creatively Gifted Independent High energy Curious Sense of humor Open-minded Need for privacy and alone time
Creatively Gifted Aware of their own creativeness Originality in thought and action Attracted to complexity and novelty Artistic tendencies Willing to take risks Perceptive
Characteristic ofEminent Adults 	Creative 	Imaginative 	Innovative 	A Sense of Destiny
And the not so good… Impulsive Egotistical Argumentative Rebellious Uncooperative Stubborn Childish Absentminded Neurotic Temperamental Capricious Careless Disorganized Demanding Indifferent to Conventions
Characteristics: Negative Uneven mental development Interpersonal difficulties Underachievement
Your Mission…
Your Mission… ,[object Object],[object Object]
Environmental FactorsInfluencing Gifted Behavior SES Parental Personalities Education of Parents Stimulation of Childhood Interests Family Position Formal Education Role Model Availability Physical Illness and/or Well Being Chance Factors Zeitgeist
Asynchronous Development Uneven intellectual, physical, and emotional development.
Asynchronous Development Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge Perceived as older due to cognitive ability, but lack behavioral maturity
Before Proceeding to Identification Assess Needs and Plan Program Discuss what types of services to provide Choose who will provide services Decide when services will be provided Plan where services will be provided
Continuum of Services In Class Enrichment Enrichment Clusters SchoolwideEvents Grade Level Events Differentiation/ Compacting Pull-out Programs Enrichment Clusters Enrichment Triad
Internal Consistency Develop the Criteria for Identification that matches yourProgram!
Internal Consistency Abilities and Interests of Students  Services and Programs Provided Identification of interests and needs Characteristics of Students
Test Score Criteria  [Approximately 50% of  The Talent Pool]  Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on  Local Norms] Step 1 92nd %ile Non-Test Criteria  [Approximately 50% of  The Talent Pool]  Teacher Nominations [Automatic Except in Cases of Teachers  Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study                 Special Nominations Step 4 Case Study Notification of Parents Step 5           Action Information Nominations Step 6 Renzulli Identification System
AIG Program Membership Students who demonstrate above average ability on cognitive tests Students who would most benefit from supplementary services Based on state guidelines Use multiple criteria for identification  Look beyond the obvious - look for potential
Test Score Criteria  [Approximately 50% of  The Talent Pool]  Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on  Local Norms] Step 1 92nd %ile Non-Test Criteria  [Approximately 50% of  The Talent Pool]  Teacher Nominations [Automatic Except in Cases of Teachers  Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study                 Special Nominations Step 4 Case Study Notification of Parents Step 5           Action Information Nominations Step 6 Renzulli Identification System
Step 1: Test Score Nomination I.Q. Testing And Gifted Education
Step 1: Test Score Nomination
Achievement Tests Iowa Tests of Basic Skills Riverside Publishing Company www.riversidepublishing.com Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources
Achievement Tests Metropolitan Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Focuses on reading, mathematics, language, writing, science, and social studies
Achievement Tests Stanford Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening
Intelligence/Ability Tests Cognitive Abilities Test Form 6 (CogAT) Riverside Publishing http://www.riverppub.com/ Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal
Intelligence/Ability Tests Naglieri Nonverbal Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.
Intelligence/Ability Tests Otis-Lennon School Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.
Intelligence/Ability Tests Cornell Critical Thinking Tests Critical Thinking Books & Software www.criticalthinking.com Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.
Intelligence/Ability Tests Kuhlmann-Andersion Tests Scholastic Testing Service www.ststesting.com Assesses verbal and nonverbal abilities.
Step 2: Teacher Nomination All Teachers need to be informed Procedures for nomination Students who have gained access through test scores AVOID NEEDLESS PAPERWORK!
Step 2: Teacher Nomination Allows identification of students who exhibit behaviors not determined by tests High levels of creativity Task commitment Unusual or intense interests Unusual talents
Step 2: Teacher Nomination Acceptance equal to test scores with one exception…
Step 2: Teacher Nomination Acceptance equal to test scores with one exception… 	Teachers who over-identify
Teacher Rating Scales Gifted and Talented Evaluation Scales Pro-ed www.proedinc.com ,[object Object],[object Object],[object Object],[object Object]
Step 3: Alternate Pathways Examples Self-nomination Parent nomination Peer nomination Tests of Creativity Product evaluation
Step 3: Alternate Pathways Leads to initial consideration by a screening committee NOT AUTOMATIC!
Step 3: Alternate Pathways Screening makes evaluation based on: Previous school records Interviews with students, teachers, & parents Administered individual assessments recommended by committee Placed in program on trial basis.
Creative Thinking Skills Torrance Tests of Creative Thinking Scholastic Testing www.ststesting.com Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.
Creative Thinking Skills Group Inventory for Finding Creative Talent Educational Assessment Service www.sylviarimm.com Focuses on creativity via imagination, independence, and multiple interests.
Underachievers: Personality Low self-esteem or Low self-efficacy Feelings of Pessimism Anxious, impulsive, or inattentive Aggressive, hostile Depressed Socially immature
Maladaptive Strategies Lack goal-directed behavior Poor coping skills Poor self-regulation Defense mechanisms
Not all bad… ,[object Object]
Intense outside interests
Creative,[object Object]
Twice-Exceptional Gifted with Learning Disability May also demonstrate Learned helplessness Perfectionism Supersensitivity Low self-esteem Behaviors may hamper identification
Look For: Advanced vocabulary use Exceptional analytic abilities Divergent thinking High levels of creativity Spatial abilities Advanced problem-solving skills Specific aptitude Good                  memory
Identifying the Underidentified Express leadership collaboratively rather than competitively
Identifying the Underidentified Seek structure and organization in required tasks Be slow to motivate in some abstract activities Have large vocabulary, but one inappropriate for school
Identifying the Underidentified Makes up games or activities Have extremely strong concentration Express displeasure in having to stop certain activities
Identifying the Underidentified Be very independent Neglect school work due to other interests Not show expected achievement
Identifying the Underidentified ,[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 Circulate a list to ALL past and present teachers Allows resource teachers to nominate Allows override of current teacher if necessary
Step 5:Notification & Orientation of Parents Letter of Notification Comprehensive description of Program Focuses on child placement in Talent Pool Not certification of giftedness
Step 5:Notification & Orientation of Parents Meeting to explain ALL program policies, procedures, & activities How admission to program was determined Additions may be made during year Invite further interactions
Step 5:Notification & Orientation of Parents Similar orientation for students! Not told they are gifted Focus on the opportunities available to develop gifted behaviors
Step 6: Action		  Information		  Nominations Safety Valve No.2
Step 6:Action Information Nominations 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.
Step 6:Action Information Nominations Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.
Two Types of Information Leading to Identification Status Information Anything you can put down on paper beforehand that tells you something about the student. Action Information Things that you can only document when they are happening or after they happen.
Status Information Grades Test scores Student work samples Surveys Interest Learning Styles Expression Styles
Status Information Teacher input  Parent input Students’ Self-nomination Peer Nominations
Action Information Teacher observations ,[object Object]
Thinking
Questioning
Leadership Qualities
Peer Interactions
Skill DevelopmentConversations Interviews Video/audio recordings
TheTotalTalentPortfolio                       Looking at Strengths & Interests…
Total Talent Portfolio A systematic way to gather, record, and use information about each young person’s strengths and abilities.
Total Talent Portfolio Participation in Enrichment Clusters, Extra-Curricular Activities Compacting Recommendations for future Student Goals Abilities (Test Scores) Learning Styles Learning Environment Thinking Style Expression Style Action Information “Lightbulbs” Student Work/Projects
Interest-A-Lyzer
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 ______________________
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. ____________________________________
Learning Styles Inventory Sample Items(Renzulli & Smith)… Really Dislike……..Really Like                Being a member of a panel that 1	2	3	4	5 is discussing current events Working on your own to prepare 	1	2	3	4	5 material you will discuss in class
www.learning-styles-online.com
What differentiates gifted learners from high achievers?
Bright Knows the Answers  	Asks the Questions Gifted

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Six Steps to Success: Effective Identification Procedures

  • 1. Six Steps to Success:Effective Identification Procedures Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu North Carolina Association for the Gifted and Talented 2010 Winston Salem, NC
  • 2.
  • 3. AND
  • 5. Understand the unique behaviors that characterize giftedness Specific resources and examples for your use and adaptation An easy to follow 6-step strategy for identifying students for talent development Why This Session?
  • 6. This person was told by an editor that she could never write anything that had popular appeal.
  • 7. P Louisa May Alcott was told by an editor that she would never write anything popular. Little Women is considered one of the the best American children’s books of the past 200 years.
  • 8. This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Even her family provided her with very little encouragement and support. For many years she lived in fantasy as the mistress of her alcoholic father’s household.
  • 10. You must do the thing you think you cannot do. -Eleanor Roosevelt
  • 11. This person was four years old before he could speak and seven before he could read: He was considered dull by both his parents and his teachers.
  • 12. Albert Einstein Above average intelligence (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://streams.gandhiserve.org/images/einstein.jpg
  • 13. P This man was fired by a newspaper editor because he didn’t have enough good ideas.
  • 14. P Walt Disney This man was fired by a newspaper editor because he didn’t have enough good ideas.
  • 15. As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, and frequently failed in school. It took him three years to complete the first grade. His father soon decided the boy needed more discipline and suggested military school. Before being admitted, however, he failed the entrance examination three times. A teacher once called him the naughtiest small boy in England.
  • 16. WinstonChurchill Superior capacity for communication Well-rounded Broad interests (Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://worldroots.com/brigitte/gifs/churchill.jpg
  • 17. Topics for Today Giftedness & Gifted Behaviors Identifying G & T Students Wrap-up and Closure
  • 18. Definition There is no universally accepted definition for gifted, talented, or giftedness
  • 19. Article 9B Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
  • 20. Article 9B School districts are required to follow the North Carolina state definition: Guide the identification process Consequently determine who is selected for services
  • 21. Identification Considerations There is no perfect identification system! Match identification procedures to the services provided Identification does not determine if a student is “gifted” or “not gifted” It selects students who would benefit from supplementary services
  • 22. Identification Considerations High performance vs. high potential High potential students may require different kinds of programming options than high performing students Establish local norms Use grade level, similarity of learning opportunities & background characteristics
  • 23. Identification Considerations Target specific behaviors and potentials Avoid generic labels Moderately gifted Highly gifted Label the services, not the students
  • 24. Identification Procedures Answer Who are the gifted and talented students? Why are we striving to identify them? How do we find them?
  • 25. Identification Procedures Answer What are the most appropriate tools for identifying students’ gifts and talents? How are data from various tools analyzed and interpreted? Who is responsible for identifying students’ gifts and talents?
  • 26. Identification Procedures Should: Make logical direct statements about how and where to start the process of screening Be public Be provided in multiple languages Reflect the dominant student and parent populations Reflect the student population and demographics of the district
  • 27. Identification Procedures Should: Reflect students’ needs Reflect the state definition of giftedness Be defensible and inclusive Include students with disabilities who are English language learners economically disadvantaged
  • 28. Identification Procedures Should: Check assessment tools for potential bias Be flexible Be communicated teachers parents administrators students Be updated at regular intervals to reflect changing demographics
  • 29. 3 Things to Avoid Pitting parents of advantaged children against parents of disadvantaged children Leading people to believe that any one instrument is the answer to identification Proliferating the amount of paperwork
  • 30. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
  • 31. Renzulli’sIdentification System Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model Strives for equity, excellence, and economy Designed to be flexible Based on research into the behavioral characteristics of highly creative & productive people
  • 32. 3 Ring Conception of Giftedness
  • 33. The 3 Goals ofRenzulli’s Identification System #1 Develop the potential of students who may come to an educators’ attention through alternate means of identification.
  • 34. The 3 Goals ofRenzulli’s Identification System #2 To ensure that students’ have the support that will promote the interaction of creativity, task commitment, and above average achievement. (Bringing the “rings together!)
  • 35. The 3 Goals ofRenzulli’s Identification System #3 Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
  • 38. T I C U C A P Gifted Behaviors NOT Gifted People!
  • 39. Gifted Artist Talented Mathematician Use “defining” terms as adjectives: Talented Musician Gifted Writer
  • 40. Above Average Ability Above Average (General) Ability: Characteristics High levels of: Abstract thinking Verbal reasoning Numerical reasoning Spatial relations Memory & word fluency
  • 41. Above Average Ability Above Average (General) Ability: Characteristics Automization of: Information processing Rapid, accurate & selective retrieval of information Adapts to novel situations
  • 42. Above Average Ability Above Average (Specific) Ability: Characteristics Application of various combinations of general abilities to one or more specialized areas of knowledge or performance
  • 43. Above Average Ability Above Average (Specific) Ability: Characteristics Capacity for acquiring & using: Advanced knowledge Techniques Logistics Strategies Capacity to determine relevance of information
  • 44. Task Commitment Task Commitment: Characteristics High levels of: Interest Enthusiasm Fascination Involvement Demonstrates: Perseverance Endurance Determination Hard work Dedicated practice
  • 45. Task Commitment: Characteristics Task Commitment Self-confident Belief in one’s own ability Driven to achieve Rage to Master Open to criticism
  • 46. Task Commitment Task Commitment: Characteristics Ability to identify problems Sets high standards for self & others Developing sense of taste, quality & excellence about work products
  • 47. Creativity Creativity:Characteristics Fluency, flexibility & originality of thought Openness to experience Receptive to new & different thoughts, actions, and products
  • 48. Creativity Creativity:Characteristics Curious Speculative Adventurous “Mentally Playful”
  • 49. Creativity Creativity:Characteristics Sensitive to: Details Aesthetic characteristics of ideas & things Willing to: Act on own ideas and feelings React to external stimulation
  • 50. School House Giftedness Creative Giftedness
  • 52. Characteristics: Seeing Unusual alertness Joy in learning Keen observation Sees “Big Picture” Makes connections Intense focus Curious
  • 53. Characteristics: Speed Early and rapid learning Rapid language development Metacognitively efficient
  • 56. Characteristics: Differences Superior language Verbal fluency Large vocabulary Superior analytical and reasoning ability High-capacity memory Goes beyond what is sought Abstract, complex, and insightful thinking
  • 57. Creatively Gifted Independent High energy Curious Sense of humor Open-minded Need for privacy and alone time
  • 58. Creatively Gifted Aware of their own creativeness Originality in thought and action Attracted to complexity and novelty Artistic tendencies Willing to take risks Perceptive
  • 59. Characteristic ofEminent Adults Creative Imaginative Innovative A Sense of Destiny
  • 60. And the not so good… Impulsive Egotistical Argumentative Rebellious Uncooperative Stubborn Childish Absentminded Neurotic Temperamental Capricious Careless Disorganized Demanding Indifferent to Conventions
  • 61. Characteristics: Negative Uneven mental development Interpersonal difficulties Underachievement
  • 63.
  • 64. Environmental FactorsInfluencing Gifted Behavior SES Parental Personalities Education of Parents Stimulation of Childhood Interests Family Position Formal Education Role Model Availability Physical Illness and/or Well Being Chance Factors Zeitgeist
  • 65. Asynchronous Development Uneven intellectual, physical, and emotional development.
  • 66. Asynchronous Development Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge Perceived as older due to cognitive ability, but lack behavioral maturity
  • 67. Before Proceeding to Identification Assess Needs and Plan Program Discuss what types of services to provide Choose who will provide services Decide when services will be provided Plan where services will be provided
  • 68. Continuum of Services In Class Enrichment Enrichment Clusters SchoolwideEvents Grade Level Events Differentiation/ Compacting Pull-out Programs Enrichment Clusters Enrichment Triad
  • 69. Internal Consistency Develop the Criteria for Identification that matches yourProgram!
  • 70. Internal Consistency Abilities and Interests of Students Services and Programs Provided Identification of interests and needs Characteristics of Students
  • 71. Test Score Criteria [Approximately 50% of The Talent Pool] Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on Local Norms] Step 1 92nd %ile Non-Test Criteria [Approximately 50% of The Talent Pool] Teacher Nominations [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study Special Nominations Step 4 Case Study Notification of Parents Step 5 Action Information Nominations Step 6 Renzulli Identification System
  • 72. AIG Program Membership Students who demonstrate above average ability on cognitive tests Students who would most benefit from supplementary services Based on state guidelines Use multiple criteria for identification Look beyond the obvious - look for potential
  • 73. Test Score Criteria [Approximately 50% of The Talent Pool] Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on Local Norms] Step 1 92nd %ile Non-Test Criteria [Approximately 50% of The Talent Pool] Teacher Nominations [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study Special Nominations Step 4 Case Study Notification of Parents Step 5 Action Information Nominations Step 6 Renzulli Identification System
  • 74. Step 1: Test Score Nomination I.Q. Testing And Gifted Education
  • 75. Step 1: Test Score Nomination
  • 76. Achievement Tests Iowa Tests of Basic Skills Riverside Publishing Company www.riversidepublishing.com Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources
  • 77. Achievement Tests Metropolitan Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Focuses on reading, mathematics, language, writing, science, and social studies
  • 78. Achievement Tests Stanford Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening
  • 79. Intelligence/Ability Tests Cognitive Abilities Test Form 6 (CogAT) Riverside Publishing http://www.riverppub.com/ Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal
  • 80. Intelligence/Ability Tests Naglieri Nonverbal Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.
  • 81. Intelligence/Ability Tests Otis-Lennon School Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.
  • 82. Intelligence/Ability Tests Cornell Critical Thinking Tests Critical Thinking Books & Software www.criticalthinking.com Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.
  • 83. Intelligence/Ability Tests Kuhlmann-Andersion Tests Scholastic Testing Service www.ststesting.com Assesses verbal and nonverbal abilities.
  • 84. Step 2: Teacher Nomination All Teachers need to be informed Procedures for nomination Students who have gained access through test scores AVOID NEEDLESS PAPERWORK!
  • 85. Step 2: Teacher Nomination Allows identification of students who exhibit behaviors not determined by tests High levels of creativity Task commitment Unusual or intense interests Unusual talents
  • 86. Step 2: Teacher Nomination Acceptance equal to test scores with one exception…
  • 87. Step 2: Teacher Nomination Acceptance equal to test scores with one exception… Teachers who over-identify
  • 88.
  • 89. Step 3: Alternate Pathways Examples Self-nomination Parent nomination Peer nomination Tests of Creativity Product evaluation
  • 90. Step 3: Alternate Pathways Leads to initial consideration by a screening committee NOT AUTOMATIC!
  • 91. Step 3: Alternate Pathways Screening makes evaluation based on: Previous school records Interviews with students, teachers, & parents Administered individual assessments recommended by committee Placed in program on trial basis.
  • 92.
  • 93.
  • 94. Creative Thinking Skills Torrance Tests of Creative Thinking Scholastic Testing www.ststesting.com Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.
  • 95. Creative Thinking Skills Group Inventory for Finding Creative Talent Educational Assessment Service www.sylviarimm.com Focuses on creativity via imagination, independence, and multiple interests.
  • 96. Underachievers: Personality Low self-esteem or Low self-efficacy Feelings of Pessimism Anxious, impulsive, or inattentive Aggressive, hostile Depressed Socially immature
  • 97. Maladaptive Strategies Lack goal-directed behavior Poor coping skills Poor self-regulation Defense mechanisms
  • 98.
  • 100.
  • 101. Twice-Exceptional Gifted with Learning Disability May also demonstrate Learned helplessness Perfectionism Supersensitivity Low self-esteem Behaviors may hamper identification
  • 102. Look For: Advanced vocabulary use Exceptional analytic abilities Divergent thinking High levels of creativity Spatial abilities Advanced problem-solving skills Specific aptitude Good memory
  • 103. Identifying the Underidentified Express leadership collaboratively rather than competitively
  • 104. Identifying the Underidentified Seek structure and organization in required tasks Be slow to motivate in some abstract activities Have large vocabulary, but one inappropriate for school
  • 105. Identifying the Underidentified Makes up games or activities Have extremely strong concentration Express displeasure in having to stop certain activities
  • 106. Identifying the Underidentified Be very independent Neglect school work due to other interests Not show expected achievement
  • 107.
  • 109. Be a more concrete learner
  • 112.
  • 113. Not look a teacher in the eye
  • 114.
  • 115. Prefer to work with others but practice alone
  • 116.
  • 117. Have more developed aural/oral memory
  • 118. Not be comfortable speaking in public
  • 119.
  • 120. Step 4:Special Nominations Circulate a list to ALL past and present teachers Allows resource teachers to nominate Allows override of current teacher if necessary
  • 121. Step 5:Notification & Orientation of Parents Letter of Notification Comprehensive description of Program Focuses on child placement in Talent Pool Not certification of giftedness
  • 122. Step 5:Notification & Orientation of Parents Meeting to explain ALL program policies, procedures, & activities How admission to program was determined Additions may be made during year Invite further interactions
  • 123. Step 5:Notification & Orientation of Parents Similar orientation for students! Not told they are gifted Focus on the opportunities available to develop gifted behaviors
  • 124. Step 6: Action Information Nominations Safety Valve No.2
  • 125. Step 6:Action Information Nominations 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.
  • 126. Step 6:Action Information Nominations Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.
  • 127. Two Types of Information Leading to Identification Status Information Anything you can put down on paper beforehand that tells you something about the student. Action Information Things that you can only document when they are happening or after they happen.
  • 128. Status Information Grades Test scores Student work samples Surveys Interest Learning Styles Expression Styles
  • 129. Status Information Teacher input Parent input Students’ Self-nomination Peer Nominations
  • 130.
  • 131.
  • 136. Skill DevelopmentConversations Interviews Video/audio recordings
  • 137.
  • 138.
  • 139. TheTotalTalentPortfolio Looking at Strengths & Interests…
  • 140. Total Talent Portfolio A systematic way to gather, record, and use information about each young person’s strengths and abilities.
  • 141. Total Talent Portfolio Participation in Enrichment Clusters, Extra-Curricular Activities Compacting Recommendations for future Student Goals Abilities (Test Scores) Learning Styles Learning Environment Thinking Style Expression Style Action Information “Lightbulbs” Student Work/Projects
  • 143. 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 ______________________
  • 144. 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. ____________________________________
  • 145.
  • 146.
  • 147.
  • 148.
  • 149.
  • 150.
  • 151.
  • 152.
  • 153.
  • 154.
  • 155. Learning Styles Inventory Sample Items(Renzulli & Smith)… Really Dislike……..Really Like Being a member of a panel that 1 2 3 4 5 is discussing current events Working on your own to prepare 1 2 3 4 5 material you will discuss in class
  • 156.
  • 158.
  • 159. What differentiates gifted learners from high achievers?
  • 160. Bright Knows the Answers Asks the Questions Gifted
  • 161. Bright Is Attentive Is Intellectually Engaged Gifted
  • 162. Bright Has Good Ideas Has Original Ideas Gifted
  • 163. Bright Absorbs Information Manipulates Information Gifted
  • 164. Bright Top Student Beyond Her Age Peers Gifted
  • 165. Bright Repeats 6-8 Times for Mastery Repeats 1-2 Times for Mastery Gifted
  • 166. Bright Understands Ideas Constructs Abstractions Gifted
  • 167. Bright Grasps the Meaning Draws Inferences Gifted
  • 168. Bright Is a Technician Is an Inventor Gifted

Hinweis der Redaktion

  1. Louisa May Alcott
  2. Eleanor Roosevelt
  3. Albert Einstein
  4. Winston Churchill
  5. It is distinguishably different, and on measures of performance, it is higher or superior
  6. Hartley 1991
  7. Hartley 1991
  8. Hartley 1991
  9. Hartley 1991