Week 10: Gifted & Talented Flashcards
Define giftedness
Refers to a student’s outstanding potential and ability in one of more domains
Define talent
Refers to outstanding performance in one or more fields of human activity
List the categories of gifted and talented students
High achieving students who are gifted
High potential students who are gifted with socio-emotional problems
Under-achieving students who are gifted
List and describe the levels of provision for gifted and talented students
Acceleration - Any methods adopted to cater for a gifted student’s faster pace of learning e.g. grade skipping
Enrichment - Encourages deeper knowledge through original creative or exploratory activities related to the topic or theme. Often in areas of interest to the student. Includes extra-curricular activities such as PEAC
Extension - Enables high achievers to go much more deeply into the curriculum, often independently using self-regulation
Describe Maker’s 1982 Principles for a Differentiated curriculum
Content - Abstract, complex varied
Process - Pacing, higher order thinking, freedom of choice
Product - Real world (reports, art work, etc.), extended/accelerated outcomes, transformation of information
Learning environment - Flexible, open, accepting, encourage independent and intrinsic learning
List and describe some models of teaching gifted and talented students
Enrichment Triad (Joseph Renzulli) - Type 1 enrichment (general exploratory activities), Type 2 enrichment (taught investigative and data processing skills), Type 3 enrichment (individual and small group investigation of real problems)
Over-excitabilities (Dabrowski) - 5 areas in which a person who is gifted reacts more strongly to a normal stimulus - psychomotor, sensual, imagintational, intellectual, emotional (intensity)
Betts Autonomous Learner Model - Application of ALM
Define Dual exceptionality
A student who is gifted who also has a learning difficulty or disability
List some strategies for meeting the needs of gifted and talented students
Part-time withdrawal programs
Promotion to higher age group
Modifying curriculum
Independent study programmes
Use of mentors
Effective teaching and learning for students of high ability must include which components
Individualised goal setting
Opportunity to progress rapidly
Access to challenging topics, problems and materials (e.g., online resources) direct teaching and application of age-appropriate study skills and strategies
Activities that require deep study, reasoning, critical thinking, and creativity
Opportunities to pursue personal interests and develop talents.
What does CLEAR stand for in the CLEAR curriculum model?
Continuous assessment
Learning goals
Experiences
Authentic products
Rich curriculum
List some common characteristics of gifted and talented students
Asks reflective and probing questions
Absorbed in work they find interesting
Unusually fast rate of learning
Reasons at levels consistent with older students
Which paperwork do you need to prove that a student is gifted and talented
Student profiling
Performance in key learning areas
Past reports
Observations
NAPLAN testing
Observe students in different learning environments
IQ tests
Psychological reports
List some reasons why some high-ability students may underachieve
Boredom
Personal or emotional problems (home problems)
Peer pressure (not wanting to stand out)
Poor study habits
Disability - some students with physical or sensory disabilities may be g&t but disability hides potential
ESL
Socio-economic disadvantage
