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Gifted Children Team Awesome! Possum!

Gifted Children

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Page 1: Gifted Children

Gifted ChildrenTeam

Awesome! Possum!

Page 2: Gifted Children

Outline What does it mean to be gifted?

Definition Characteristics

How does being gifted affect a child’s life? Positive or Negative?

How do gifted students interact with their peers?

How can teachers include gifted learners into the classroom? Strategies

Where can a teacher find resources about gifted people? Organizations Internet

Page 3: Gifted Children

Learning OutcomesEach student will be able to:

Define gifted person. List at least five major characteristics of gifted

people Discuss some of the positive and negative impacts

that being gifted has on a person Identify some the major resources available to

teachers for information on gifted people Discuss some of the ways gifted people interact

with their peers Describe some ways that teachers can successfully

incorporate gifted students into their classroom

Page 4: Gifted Children

What does it mean to be

Gifted?

A gifted person is someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression.

Page 5: Gifted Children

Characteristics of Gifted Children

They can display ADHD symptoms due to boredom.

Can be very curious.

Seem to know lots, and have a good memory.

Learns quickly.

Gets bored.

Enjoys a challenge.

Independent.

Can be only a gifted student in certain subjects.

Retains information quickly.

Can leave projects and class work unfinished.

May not handle criticism well.

Challenge authority.

Self-motivated.

Uses higher level thinking. (analysis, synthesis, evaluation)

Can be critical of self and others.

May work better alone than in a group. Can become “bossy” in a group.

Easily gets off task and off topic.

Page 6: Gifted Children

How does being Gifted Effect a Person’s life?

Positive Impacts Fast Learners

Read at early age High Grades

Opportunities

Negative Impacts Mislabeled

Many forms of giftedness

Limited Programs/funding available

High Stress Performance Over-achieve Depression

Social Development “Teacher’s Pet Emotional Lack of other skills

Page 7: Gifted Children

How do gifted students interact with peers?

Many gifted students see negative effects after being recognized as gifted

Feel different from others their age

Embarrassed when used as examples by teachers

Many gifted students feel stigmatized

"The Stigma of Giftedness Paradigm” Gifted students want normal

social interactions and they realize that when others learn about their giftedness they will be treated differently. Therefore they learn that they can manage the information that others learn about them.

When gifted students are asked by their peers about school work they will either tell the truth, placate the other student, cop-out of answering the question, cover up or lie

"A large portion of American students with gifts and talents have developed social coping strategies that use up time, energy, limit their opportunities, cause bad decisions to be made, retard their learning, and threaten their lives." - Tracy L. Cross

gifted students benefit more from being with their intellectual peers rather than their chronological peers

Page 8: Gifted Children

How can teachers include gifted learners into the

classroom? Having extra support

and providing challenges

Grouping several gifted students together

Providing alternate activities for students who have already shown mastery of a task

Tiered assignments

Flexible grouping

Acceleration: letting gifted students move at a faster pace through the curriculum

Curriculum compacting: assessing what a student knows and then eliminating what has already been mastered.

Product choices: having all students choose what they produce (text, art, drama, etc.)

Having set expectations for: productivity, evaluation and, behaviour

Page 9: Gifted Children

Where Can I Find More Information?

Organizations

BC Ministry of Education www.bced.gov.ca/special

ed/gifted

Manitoba Council For Exceptional Children http://www.manitobacec.ca/

Teacher References

http://www.nagc.org/index.aspx?id=565

www.hoagiesgifted.org

www.teacherfirst.com/gifted/spot.html

Page 10: Gifted Children

ConclusionWhat does it mean to be gifted?

How does being gifted impact a child’s life? Positive? Negative? Peers?

Give an example of how a teacher can accommodate to a gifted person in their class

Where can we find resources on gifted children?

Page 11: Gifted Children

Academic Resources Alexis’ References:

Delisle, James R. , (Nov1999). For gifted students, full inclusion is a partial solution. Educational Leadership, vol.57 (Issue 3), p80-83. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ597088&ERICExtSearch_SearchType_0=no&accno=EJ597088

Gary, Margaret, (1979: fall). Educating the gifted: Prospectives and Promises. Contemporary Education, vol.51 (Number 1), p46-50. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ215173&ERICExtSearch_SearchType_0=no&accno=EJ215173

Willard-Holt, Colleen, (Oct2003). Raising expectations for the gifted learner, Educational Leadership, vol.61 (Issue 2), p72-75. http://docushare.everett.k12.wa.us/docushare/dsweb/Get/Document-9986/Raising%20Expectations%20for%20the%20Gifted.doc.

Costa, Authur L. & Kallick, Bena, (sep2004). Launching self-directed learners. Educational Leadership, vol.62 (Issue 1), p51-55. http://www.1to1alberta.ca/resources/21st_century/self%20directed.pdf

Roach, Patricia & Bell, David, (1986: winter). Finding the gifted: Problems and promises, Contemporary Education, vol.57 (Number 2), p95-97. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ332387&ERICExtSearch_SearchType_0=no&accno=EJ332387

Sapon-Shevin, Mara, (Dec1994/Jan1995). Why gifted students belong in inclusive schools. Educational Leadership, vol.52 (Issue 4), p64-68. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ496173&ERICExtSearch_SearchType_0=no&accno=EJ496173

Tomlinson, Carol Ann, (Dec1994/Jan1995). Gifted learners too: A possible dream?. Educational Leadership, vol.52 (Issue 4), p68-69. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ496174&ERICExtSearch_SearchType_0=no&accno=EJ496174

Winebrenner, Susan, (Sep2000). Gifted students need an education, too. Educational Leadership, vol.58 (Issue 1), p52-56. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ614612&ERICExtSearch_SearchType_0=no&accno=EJ614612

Page 12: Gifted Children

Kyle’s References:

http://www.nagc.org/index.aspx?id=565

www.teacherfirst.com/gifted/spot.html

Lauren’s References:

Cross, T.L. (2002). Competing with myths about the social and emotional development

of gifted students. Gifted Child Today, Retrieved from http://www.sengifted.org/

articles_social/Cross_CompetingWithMythsAboutTheSocialAndEmotional

Development.shtml.

Page 13: Gifted Children

Cross, T.L. (1997). Psychological and social aspects of educating gifted students.

Peabody Journal of Education, 72(3/4), 180-200, Retrieved from http://www.

jstor.org.libproxy.uwinnipeg.ca. 

Government of British Columbia. (2007). Gifted education – a resource guide for

teachers, Retrieved from http://www.livebinders.com/play/play?id=2689.

Swiatek, M. (2001). Social coping among gifted high school students and its relationship

to self-concept. Journal of Youth and Adolescence, 30(1), 19-39, Retrieved from

http://www.springerlink.com/content/x6316863272h7055/.

Page 14: Gifted Children

Mark’s References:

Cowan, Timothy. (2009). Mixed Blessings: A Personal Reflection on the Psychosocial Impact of Giftedness. University of Winnipeg: Education Students’ The Anthology.

Mason, Carla. (2009). Expanding Gifted Education: A Winnipeg Educator’s View on Teaching the Gifted. University of Winnipeg: Education Students’ The Anthology.

Fornia, Gwen L. (2001). The Social and Emotional Needs of Gifted Children: Implications for Family Counseling. The Family Journal, 384-389.