Understanding Giftedness Elizabeth Shaunessy-Dedrick Types of Giftedness Screening

Understanding Giftedness Elizabeth Shaunessy-Dedrick  Types of Giftedness  Screening

Understanding Giftedness Elizabeth Shaunessy-Dedrick Types of Giftedness Screening to Identification of Giftedness Differentiating Instruction for Gifted Learners Independent Thinking Activity Think of someone who you believe is gifted. List some of the characteristics and behaviors that this person exhibits that you believe are a sign of his/her giftedness. Areas of Giftedness Intellectual Academic Aptitude Leadership

Creative Thinking and Production Visual and Performing arts Area of Strength Intellectual Academic Aptitude (more concentrated around one or a few fields of interest) Examples avid reader wide range of interests self-disciplined resourceful curious learns rapidly retains and uses information

superior judgment questions long attention span in areas of interest studies some subjects more than others extends learning broad perspective on interest area(s) seeks assistance beyond their peers Area of Strength Creative Thinking and Production Leadership Examples spontaneous intuitive provides multiple solutions or responses to a problem keen sense of humor flexible in thinking patterns fluent in producing and elaborating on ideas

innovative Recognizes skills and abilities of others interacts well with others Articulate empathetic towards others decision maker can coordinate the work of several individuals What is Gifted in Florida? Plan A and Plan B for Gifted in Florida Plan A The student demonstrates: 1. Need for a special program. 2. A majority of characteristics of gifted students according to a standard scale or checklist 3. Superior intellectual development as measured

by an intelligence quotient of two (2) standard deviations or more above the mean on an individually administered Plan B Member of an underrepresented groups are defined as groups: a. Who are limited English proficient, or b. Who are from a low socio-economic status family. Criteria defined by individual school districts Steps in the Identification Process Checklists and inventories Review records of student performance Academic or

intelligence tests Ability or potential in leadership, motivation, academic performance, and/or creativity GENERAL SCREENING Assessments for Identifying Gifted Learners Assessment Purpose Ravens Standard Progressive Matrices A non-verbal assessment tool measuring ability to form perceptual relations. The Renzulli Scale

Identify student strengths in the areas of learning, motivation, creativity, leadership Gifted Rating Scale Identify student (preschool and K) strengths and giftedness in the areas of intellectual, academic readiness, motivation, creativity, artistic talent Identify student (grades 1-8) strengths and giftedness in the areas of intellectual, academic, motivation, creativity, leadership, and artistic talent Kaufman Brief Intelligence Test (KBIT) Assesses verbal and nonverbal intelligence. Abstract Reasoning Sreening Tools Ravens

Standard Progressive Matrices Untimed 60 items Developmental Assessment Kaufmann Brief Intelligence Test K-BIT Purpose Obtain a quick estimate of intelligence Ages 4-90 20 minutes Estimate an individuals verbal versus nonverbal intelligence Two Distinct Abilities Verbal Scale Nonverbal Scale/ Matrices

Measure a persons Solve novel problems knowledge of word meanings Emphasizes inductive Verbal concept formation, reasoning ability, and range of general information. reasoning and visual processing Taps executive functioning to solve problems Item 6 Item 60

Riddles Riddles Sample A Matrices Item 21 Matrices Item 39 Pfeiffers Gifted Rating Scale Intellectual AbilityIntellectual ability refers to the childs verbal and/or nonverbal mental skills, capabilities, or competence. Aspects of intelligence measured by this scale include abstract learning, problem solving, reasoning, mental speed, and memory. Below Average Average Above Average 1. Solves problems quickly

1 2 3 4 5 6 7 8 9 6. Understands complex information or abstract ideas.

1 2 3 4 5 6 7 8 9 7. Answers questions in detail, with extensive information.

1 2 3 4 5 6 7 8 9 Gifted Rating Scale Academic abilityAcademic ability refers to the childs skills in dealing with factual and/or school related material. Advanced readiness for and/or proficiency in reading, math, and other aspects of the early childhood curriculum are indicative of Academic Ability. Below Average

Average Above Average 2. Completes academic work correctly 1 2 3 4 5 6 7 8

9 6. Excels in one or more subject areas. 1 2 3 4 5 6 7 8 9

10. Asks relevant questions to learn more about a topic. 1 2 3 4 5 6 7 8 9

Gifted Rating Scale CreativityCreativity refers to the childs ability to think, act, and/or produce unique, original, novel or innovative thoughts or products. Creativity can be expressed in a variety of ways: how a child solves problems, experiments with new ideas, and/or plays imaginatively. Below Average Average Above Average 2. Approaches the world as a scientist or explorer. 1 2 3

4 5 6 7 8 9 9. Demonstrates original thinking. 1 2 3 4

5 6 7 8 9 11. Takes creative risks, comfortable not having the 1 2 3 4

5 6 7 8 9 Gifted Rating Scale Artistic TalentArtistic Talent refers to the childs potential for, or evidence of, ability in drama, music, dance, drawing, painting, sculpture, singing, playing a musical instrument, and/or acting. Artistic Talent can be expressed in a variety of ways: how a child approaches play activities, completes assignments, and/or works with art supplies or artistic media. Below Average Average Above Average 5. Demonstrates

knowledge of the arts. 1 2 3 4 5 6 7 8 9 8. Provides detail and/or elaboration in

artistic work. 1 2 3 4 5 6 7 8 9 10. Expresses emotions effectively in artwork.

1 2 3 4 5 6 7 8 9 Gifted Rating Scale Sample Questions LeadershipLeadership refers to the childs ability to motivate people toward a common goal. Leadership includes the following behaviors: listening well, acting responsibly, staying calm, and unruffled during

disagreements among peers, and inspiring the trust and cooperation of others. Below Average Average Above Average 3. Demonstrates good social judgment. 1 2 3 4 5 6

7 8 9 6. Motivates others. 1 2 3 4 5 6 7

8 9 11. Takes charge, assumes a leadership role in group activities. 1 2 3 4 5 6 7

8 9 Gifted Rating Scale MotivationMotivation refers to the childs drive or persistence, desire to succeed, tendency to enjoy challenging tasks, and ability to work well without encouragement or reinforcement. Motivation is not typically identified as a type of giftedness, but rather viewed as the energy that drives the child to achieve. Motivation can be observed in a variety of contexts, such as when working on academic tasks or artistic endeavors. Below Average Average Above Average 1. Shows pride in work. 1

2 3 4 5 6 7 8 9 8. Sets challenging goals. 1 2

3 4 5 6 7 8 9 11. Persists on tasks even when initial efforts are not successful. 1 2

3 4 5 6 7 8 9 Steps in the Identification Process REFERRAL ELL or Low SES student IQ 1 standard deviation above the mean Student demonstrates giftedness Evidence of superior

intellectual development and potential Evidence of demonstrated ability in leadership, motivation, academic performance, and/or creativity Meets two out of three criteria: 75th percentile or greater in reading or math achievement Majority of gifted behavior from district checklist 10 out of 16 on student work samples Need for the program ELIGIBILITY DETERMINA TION

Blooms Taxonomy Typical Leaner Gifted Learner e g a ngu a l g n i t c e d n n n a s

Co t r d a e t a i t n e e r h t e diff ion for t c u r t s

d e in t gif 31 Processes for differentiation of the ELA CCSS Ste p 1 2 Accelerate by standard and/or grade Differentiate activities and questions, using complexity and creativity as criteria

Create interdisciplinary product demands across standards Add writing activities, based on selected texts, calibrated to writing CCSS Add project specifications, calibrated to speaking and listening CCSS Add presentation guidelines, as above 3 4 5

Integrate reading, writing, speaking and listening CCSS standards whenever possible in the differentiation process. Create model activities and question sets at each relevant grade level cluster. Examples of Differentiated Task Demands: Gift of the Magi Differentiating CCSS English Language Arts 33 Select Standard CCSS-ELA RL 5.3. Typical Learner Read Gifted/Advanced

Learner Read Gift of the Magi (Henry, 1992) Discussion Gift of the Magi (Henry, 1992) Discussion Discussion Questions Gift of the Magi Typical Learner 1. Who are the main characters in this story? 2. How do these characters interact with each other in this story? 3. Based on these

interactions, how would you describe their relationship? 4. What is the authors purpose in telling this story? Gifted/Advanced Learner 1. How would you describe Dellas feelings for Jim? Jims feelings for Della? 2. How would you describe their relationship based on your knowledge of them before they come together at the end of the story? 3. How did each character respond to the gifts? 4. What assumptions does each character make about the other?

More Discussion Questions For Gifted/Advanced Learners Typical Learner Read Gifted/Advanced Learner Read Gift of the Magi (Henry, 1992) Discussion Gift of the Magi (Henry, 1992) Pre-reading Writing Discussion Pre-Reading Writing Gift of the Magi Gifted/Advanced Learner

Describe gift giving and receiving. Indicate your view on the giver and receiver. Develop a persuasive essay describing a few main points to support your belief. Typical Learner Read Gift of the Magi (Henry, 1992) Gifted/Advanced Learner Read Gift of the Magi (Henry, 1992) Pre-reading Writing Discussion Discussion Writing Writing Speaking and Listening

Writing Typical Learner 1. Develop an alternate reporting of this story that illustrates how the story would be changed if the story was told from the point of view of one of the characters. Gifted/Advanced Learner 1. Research the spending habits of Americans around recent holidays and compare these habits to those of other cultures over the last 5 years. 2. Select an aspect of spending to consider and report to classmates: a) US spending trends compared to other countries

b) Types of holiday spending c) Spending habits of men d) Spending habits of women Typical Learner Read Gift of the Magi (Henry, 1992) Gifted/Advanced Learner Read Gift of the Magi (Henry, 1992) Pre-reading Writing Discussion Discussion Writing Writing Speaking and Listening

Speaking and Listening Gift of the Magi Gifted/Advanced Learner Speaking/Listening Develop a presentation to the class and provide information about one aspect of these habits to share with classmates. Evaluate the trends in spending or habits and illustrate using graphic presentation software. CCSS.ELA-Literacy.Speaking/ Listening 7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.Speaking/

Listening 7.5: Include multi Differentiation Considerations Abstract thinking about the human condition; Development of a well-supported persuasive argument in an essay; Product development and presentation for an authentic audience; Consideration of literary devices; Infusion of multiple language arts standards; Interdisciplinary research; Out-of-level objective (above level); Choice provided in selection of topic for reporting to classmates; Evaluation of trends and illustration through technology; and Communication using images generated via technology.

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