Slide 1

THE ABILITY GROUP LESSON OBJECTIVESIdentify concepts and characteristics of the ability groupDifferentiate Gifted and TalentedExplain the importance of knowing proper classification of ability

Some of the individual differences are more adaptive than the others. These individual differences over time, lead to more complex, intelligent organism (Charles Darwin)

THE CENTRAL CONCEPT OF GIFTEDNESS AND TALENT LEAH SALONGA

CHARACTERISTICS OF GIFTED AND TALENTED CHILDREN AND YOUTHAccording to Silverman the following characteristics among highly gifted individuals are:Intense intellectual curiosityFascination with words and ideasPerfectionismNeed for precisionLearning in great intuitive leapsIntense need for mental stimulationDifficulty conforming to the thinking of othersEarly moral and existential concernTendency toward introversion

Shaklee listed the identifiers of young gifted and talented children as follows:Exceptional learner in the acquisition and retention of knowledgeExceptional user of knowledge in the application and comprehension of knowledgeExceptional generator of knowledge-individual and creative attributesExceptional motivation-individual motivational attributesROLITO M. BUZARANGDiscussantLighthouse Professional Development14

DefinitionsThose who excel in academic disciplines are termed giftedThose who excel in areas requiring visio-spatial skills or practical abilities are talented: Art, Dance, Drama, Music, Sport.Who Are the Gifted and Talented Pupils?Word AssociationCapable Inquisitive Able Challenging

Excited Learner Innovator Motivated Creative

Leader Risk Taker Independent Potential

Fast Learner Bright Accelerated Learner Insightful

Achieve Outstanding Advanced Spontaneous

There is a significant difference between a bright child and a gifted learnerLighthouse Professional Development18Some Characteristics of Gifted and Talented PupilsThey learn more quicklyThey ask searching questionsThey challenge accepted theoriesThey are autonomous learnersDivergent thinkers they look for the unusualThey often display a keen sense of humourThey have a vivid imagination

Lighthouse Professional Development19

Characteristics of a Gifted ChildrenCognitive TraitsVery ObservantExtremely CuriousIntense interestsExcellent memoryLongattention spanExcellent reasoning skillsWell-developed powers of abstraction, conceptualization, and synthesisQuickly and easily sees relationships in ideas, objects, or factsFluent and flexible thinkingElaborate and original thinkingExcellent problem solving skillsLearns quickly and with less practice and repetitionUnusual and/or vivid imagination

Gifted Underachievers (1)Bored and restless with flashes of brilliance or interestHigh quality oral work but poor written workPoor test results but asks searching questionsDislike of routine work often unfinishedCreative interests or hobbies outside school but not reflected inside schoolLighthouse Professional Development21Gifted Underachievers (2)Disruptive behaviour in some lessons but not in others where work is challengingLow self esteem or highly self criticalHostile to authority and able to articulate thisHigh Non Verbal CAT score but lower average

NACE Element 5

Lighthouse Professional Development22The importance of variety

'Hes asking a lot of questions. Ive got some questions of my own...''I know what I know, why bother asking me again?'"All we do here is listen and answer questions. How about doing something or discussing something for a change?' Lighthouse Professional Development23Question Look at it from the pupils point of view. These gifted and talented pupils seem bored and frustrated by a lack of variety. What could the teacher do?Change the type of questions asked Encourage the pupils to think for themselves Encourage the pupils to ask questions themselves Provide more opportunities for discussionWHY?It is important that gifted and talented pupils are encouraged to think independently and to inquire into their preferred area of expertise. To fulfil the potential of gifted and talented pupils to think independently, you need to provide the opportunity, support and time to engage in independent thinking.How?Gifted and talented pupils often express frustration at being required to work through repetitious questions. Most gifted and talented learners need less time to review and consolidate their learning, they want to move onto using their newly acquired knowledge to create new ideas or connect with other previously learned ideas.20 Signs of GiftednessLearns rapidly, easily, and efficientlyHas exceptionally large vocabulary for their ageDemonstrates unusual reasoning powerHas an unusually strong memory, but is bored with memorization and recitationNeeds little outside control applies self disciplineHas a liking for structure, order, and consistencyIs flexible in thinking patterns; makes unusual associations between remote ideasDisplays a great curiosity about objects, situations, or events; asks provocative questionsMakes good grades in most subjectsHas a power of concentration, an intense attention that excludes all else11. Provides very alert, rapid answers to questions12. Is resourceful, solving problems by ingenious methods13. Has avid interest in science or literature14. Reveals originality in oral and written expression15. Has a power of abstraction, conceptualization and synthesis Is secure emotionally17.Tends to dominate peers or situations18. Uses a lot of commonsense19. Displays a willingness to accept complexity20. Is perceptually open to his or her environment

Interested in philosophical and social issuesVery sensitive, emotionally and even physicallyConcerned about fairness and injusticePerfectionisticEnergeticWell-Developed Sense of HumorUsually intrinsically motivatedRelates well to parents, teachers and other adults

Extensive VocabularyMay Read EarlyReads Rapidly and WidelyAsks "what if" questionsCREATIVITY AS THE HIGHEST EXPRESSION OF GIFTEDNESSCreative ability is considered as central to the definition of giftedness. Clark 1986 refers to creativity as the highest expressions of giftedness. Sternberg 1988 suggests that creative, insightful individuals are those who make discoveries and devise the interventions that ultimately change society.

CREATIVITY AS THE HIGHEST EXPRESSION OF GIFTEDNESSThere is no accepted definition of creativity. In his studies on creativity, Guilford 1988 enumerates the following dimensions of creative behavior:Fluency- the creative person is capable of producing many ideas per unit of time.Flexibility- a wide variety of ideas, unusual ideas, and alternative solutions are offered.

CREATIVITY AS THE HIGHEST EXPRESSION OF GIFTEDNESSNovelty/ originality- low probability, unique words, and responses are used; the creative person has novel ideas.Elaboration- the ability to provide details is evident.Synthesizing ability- the person has the ability to put unlikely ideas together.Analyzing ability- the person has the ability to organize ideas into larger, inclusive patterns.CREATIVITY AS THE HIGHEST EXPRESSION OF GIFTEDNESSAbility to reorganize or redefine existing ideas- the ability to transform an existing object into one of different design, function, or use is evident.Complexity- the ability to manipulate many interrelated ideas at the same time is shown.Why is Proper Classification of Ability Important?Abilities include the 9 multiple intelligences developed by Howard Gardner to account for broader range of human potential in children and adults (Linguistic, Logical- mathematical, Spatial, Bodily- Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic and Existential)Why is Proper Classification of Ability Important?Proper classification of ability is important so that abilities of the learner will be developed and will be maximized.