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Gifted ChildrenTeam
Awesome! Possum!
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
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
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.
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.
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
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
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
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
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?
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
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.
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/.
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.