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Gifted Students: Who AreThey? What Do They Need?
Tamra Stambaugh, Ph.D.Vanderbilt Universitywww.pty.vanderbilt.edu
Developing Talent in Gifted Students andThose Who Work With Them
Their Educators
Gifted Students
Their Families
Definitions - USDOE Children and youth with outstanding talent perform or
show potential for performing at remarkable highlevels of accomplishment when compared with othersof their age, experience, or environment.
These children and youth exhibit high performancecapability in intellectual, creative, and/or artistic areas,possess an unusual leadership capacity, or excel inspecific academic fields. They require services oractivities not ordinarily provided by the schools.
Outstanding talents are present in children and youthfrom all cultural groups, across the economic strata,and in all areas of human endeavor.
» National Excellence Report, USDOE, 1993
Characteristics Precocious – wise beyond years in certain
areas but immature in others Intense – about issues of interest Sensitive Thrive on complexity – enjoy ambiguity,
question authority, note inconsistencies Perfectionistic Asynchronous in development Large Vocabulary
Common Myths
Gifted students are gifted in most academic areas. Gifted students are typically straight “A” students. Teachers, counselors, psychologists and parents are
well-equipped to work with gifted students. Gifted students do not need interventions to be
successful. They will make it on their own. Parents of the gifted are pushy and over-demanding. Gifted students are socially and emotionally
maladjusted.
Value-Added Findings
--Value Added Assessment: Battelle for Kids, 2005
Student A
Student B
Proficient
Curbing the Trend:AcceleratedCurriculum; Pacing;Like Peers
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In general, gifted children are as welladjusted as most other children
When they do have social/emotional issues,some of the causes are:
Reactions to the gifted label Failure of the educational system to address
uniqueness of learning needs Stress from self-criticalness, perfectionism,
meeting other’s expectations, fear of failure
Dabrowski’s Overexcitabilities PsychomotorPsychomotor
– Rapid speech– Marked enthusiasm– Fast games/sports– Pressure for action– Compulsive talking– Impulsive actions– Nervous habits– Sloppy handwriting– Disorganization– Caution: ADD – H or I
ImaginationalImaginational– Frequent use of metaphor and
simile– Facility for invention or fantasy– Elaborate dreams– Mixing truth & fiction– Detailed visual recall– Fears of unknown– Imaginary playmates– Longer pretend play (stuffed
animals, costumes)– Caution: Anxiety, Stress,
Phobias
SensorySensory– Heightened sensory
pleasure: seeing,smelling, tasting,touching, hearing
– Over/under eating– Allergies
– Caution: OCD,Rigidity
– “Mini Monks”– Aspergers
Dabrowski’s Overexcitabilities Dabrowski’s Overexcitabilities IntellectualIntellectual
– Curiosity– Intense concentration– Avid reading– Love of learning– Introspection– Capacity for sustained intellectual effort– Theoretical/Moral thinking– Precise– Argumentative– Multipotentiality– “Actually”…..– Caution: ODD
Dabrowski’s Overexcitabilities EmotionalEmotional
– Intensity of feeling– Strong ties and
attachments– Self-evaluation and
judgment– Identification of
others’ feelings– Somatic expressions
(stomachaches,blushing, flushing)
– Inhibition (shyness,timidity)
– Fears and anxieties(feelings of guilt)
– Feelings of inadequacyand inferiority
– Perfectionism/procrastination
– Caution: Depression,Bi-Polar
Symptom vs. Problem Usually it’s not the external response that’s the
problem…– Fear of failure– Lack of Interest– Lack of Curriculum Match (Too easy/Too Hard)– Dual diagnosis– Health Issue– Stress (internal or external)– Personality– Belief in Abilities, Oneself, School– Exacerbated Overexcitabilities
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Curriculum Interventions
Grouping with Like Peers Rigorous and Accelerated Curriculum within a
Content Area Choice Products Opportunities to Research Interest Areas Scaffolding and support Mediate goals Is the content meaningful and relevant? HOTS not MOTS or Rigor vs. Rigormortis
(Goldilocks)
How the Gifted Child Learns
Whole to Part Fewer Repetitions Process Rationally and Logically Uneven Emotional Development
(Asynchronous) Like Peers, Interests, and Self-Concept/
Efficacy Important for Achievement
Parenting the Gifted
Talk to your child about being gifted -What does gifted mean? What does itnot mean? Dispel myths.
Help the child develop strengths inareas of interest.
Acknowledge and remediateweaknesses as appropriate.
Parenting the Gifted Child
Remember the 3 C’s– Choices, Cheers, Challenges (Control)
Separate the behavior from the child Teach them how to fail and take risks in safe
environments Acknowledge attempts and hard work more than
outcomes Provide accurate, specific, liberal praise Watch out for: “should”, “ought”, “if you’re so smart
then…”, and sarcasm Teach coping skills and help them reframe ideas
(communicate)
Developing TalentGagne’s Differentiated Model ofGiftedness and Talent
PERSONALITYAutonomy
Self-ConfidenceSelf Esteem, etc.
SIGNIFICANT FACTORSPersonsPlaces
InterventionsEventsChance
GIFTEDNESSAptitude Domains
Intellectual {
Creative {
Socioaffective {
Sensorimotor {
Others {
_________
_________
_________
_________
_________
MOTIVATIONInitiativeInterests
Persistence
ENVIRONMENTAL CATALYSTS
INTRAPERSONAL CATALYSTS
TALENT
Fields of Talent(sample)
ArtsAthletics & Sports
Business & CommerceCommunicationsCrafts & Trades
EducationHealth Services
Science & TechnologyTransportation
Learning/Training/Practice
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Early Elementary - EXPOSURE– Awareness of world around them– Try new things - see what sticks– Learn how school works– Begin to notice talent in certain areas
Middle School - EFFICACY– Hone in or gravitate toward talent areas– Develop identity and interests– Peer groups and hard work
High School (and beyond) - EXPERTISE– More difficult guided practice in areas of interest– Content expert (exposure/rigor)
The SAVY Experiencein Talent Development
Academic Grouping and Interaction with Like Peers Accelerated, Research-based Curriculum
– Prescriptive Approach w/pre-assessment– Shown to increase content acquisition and critical thinking
Cultivates Intra and Interpersonal Skills– Interest, motivation, practice, self-esteem, academic
discipline Exposure to Advanced Processes within a Specific
Discipline– Scientific experimentation, problem-based learning, big
ideas within and across disciplines, analysis and criticalthinking
May Reduce Potential Underachievement May Serve as a Crystallizing Experience Linkage to Content Experts
The Integrated Curriculum Model
AdvancedContent
Dimension
Process-Product
Dimension
Issues/Themes
Dimension
- VanTassel-Baska, 1986
Concept Map of Soil
©Javits Project Clarion, Center for Gifted Education, College of William and Mary
SCIENTIFICINVESTIGATION
AND REASONING
MakeObservations
AskQuestions
Learn More
Design andConduct theExperiment
CreateMeaning
Tell OthersWhat Was
Found SCIENTIFICINVESTIGATION
AND REASONING
Whe
el o
f Sci
entif
icIn
vest
igat
ion
5
Experimental Report Form
Name of Experiment _________________Your Name ________________________1. What was your hypothesis (or prediction about what would
happen)?2. What materials did you use to test the hypothesis?3. What methods did you use? (Outline steps)4. What data has been collected? Where are your data
recorded? (attach your data table)5. What are your findings? (Did your hypothesis prove to be true
or false?)6. What new questions do you have?
Instrumentation ScientificInvestigation Sample
How would you study this question: Are plantsattracted to sun?
– I predict that:__________________
– Materials:_____________________
– What steps would you take and in what order:•••
– What data do you want to collect and how should it berecorded?
– How do the data help you decide if your prediction is correct?
Pre-Test
How would you do a fair test of this question?
Are earthworms attracted to light?
Tell how you would test this question. Be as scientific as youcan as you write about your test. Write down the steps youwould take to find out if earthworms like light.
Pre-test Response
First , I would put some earthworms ina container. There would be lights andsome dirt . I would put several differentearthworms in it . If more earthwormslike the light than that would be right .If more didn’t like the light than thatwould be right . I would t ry this withabout seven groups and decide if theylike the light .
CFGE, 3rd Grade
Post-Test
How would you do a fair test of this question?
Are bees attracted to diet cola?
Tell how you would test this question. Be as scientific as youcan as you write about your test. Write down the steps youwould take to find out if earthworms like light.
Post-Test Response Materials:
– Diet Cola, 3 large containers, 3small containers, 6 bees.
Hypothesis:– If you give bees diet cola then
they will be attracted to it.1. Gather 6 bees, diet cola, 3
large containers, 3 smallcontainers.
2. Put 2 bees in each largecontainer.
3. Pour 5 ml of diet cola in eachsmall container.
4. Set the small container of dietcola in each large container thathas bees in it.
5. Watch and observe to see if thebees are attached to the dietcola.
6. You should record if the beeslike diet cola on a chart likebelow.
Bees If they are attracted to Diet Cola1.2.3.4.5.6.
CFGE, 3rd Grade
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Literature WebKey Words
READING
Feelings
Ideas
Structure
Images/Symbols
CFGE, 1997
Persuasive Writing Pre/Post
Do you think______ should be requiredreading for your grade?
Pre-Assessment
Persuasive Writing Pre-Assessment Student B, Grade 3 Yes, I think the story The Wolf and the
Lion should be required reading for all thestudents. Why? It’s a great story with a veryinteresting topic. They could also learn fromthe story. Also they could get lots ofinteresting questions. That’s why I think 3rdgrade students should read The Wolf and theLion.
Post-Assessment Persuasive Writing Post-Assessment Student B, Grade 3
Yes, I think all the students in 3rd grade should read thisbook. It’s such an excellent moral.
One reason I think everyone in third grade should read TheMiser is because it does teach a good lesson. It could help themlearn that things they never use are worthless.
Another reason I think all the students in third grade shouldread this story is they use great, funny words. It basicly is afunny story. One of the parts I likes was “He pulled his hair out(not really). It would make our writing better.
Also, the students should read this because it’s similar to atrue story. If you have a good, healthy body and you never useit, the muscles will be very weak, and you’ll miss out on a lot ofthings.
As you see, it’s a good moral for all the students in thirdgrade. They could learn great details for their own stories, andthey can compare it with a true happening like this story. It’s agreat story.
Look at the Graph… Explainhow you determine the median. PreTest…
I have no idea.
I did this: 10 10 20 20 30 30
30 30 40 40 40 4040 40 50 50 60 andthen I counted fromthe outside into themiddle and got 30.
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SAVY AND SCHOOL Students reported that SAVY, as compared to their typical
school experience, provided:
More academically-minded friends* More difficult courses* More enjoyable classes** Teachers who were encouraging* A stronger desire to attend class* Opportunities to engage in critical thinking*
Students also reported that it was just as easy to make friends, beencouraged by teachers and feel liked both at their school andat SAVY. Parents also found the overall SAVY experience to bepositive and reported that the courses are a good academic fitfor their child.for their child.
*p<.05 ** p<.001
Reminders
Drop off and Pick up Next SAVY Chat & Open House
– Last Saturday Parent Communication
– VISIT THE WEBSITE• www.pty.vanderbilt.edu
Contact Kim Bundy or Mary Carter– [email protected]– [email protected]