Gifted and Talented Education

Parent Handbook

Tucson Unified School District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, age, religion, or disability in admission or access to, or treatment or employment in its educational programs or activities.

Defining Giftedness
Common Characteristics
During preschool years, giftedness can be demonstrated by early physical development, early language development, and/or exceptional powers of observation and curiosity.

While it is rare for a gifted child to exhibit all characteristics listed below, it is common for a gifted child to manifest many of them: Good problem-solving abilities Extensive vocabulary Longer attention span Perfectionism Preference for older companions Interest in experimenting and doing things differently Early or avid reader with greater comprehension At times seems mature for age Intense concentration May question authority Perceives abstract ideas, understands complex concepts May demonstrate intense emotional and/or physical sensitivity Bright Child / Gifted Learner Knows the answers / Asks the questions Is attentive / Is mentally and physically involved Works hard / Plays around, yet tests well Top group / Beyond the group Learns with ease / Already knows Understands ideas / Constructs abstractions Grasps the meaning / Draws inferences Is receptive / Is intense Enjoys school / Enjoys learning Technician / Inventor Enjoys straightforward, sequential presentation / Thrives on complexity Is pleased with own learning / Is highly selfcritical
Janice Szabos, Challenge, 1989, Good Apple, Inc., Issue 34

Rapid learning Good memory Compassion for others High degree of energy Wide range of interests (or narrow ones) Unusual sense of humor Ability with puzzles, mazes or numbers Insatiable curiosity and persistence Perseverance in areas of interest Advanced sense of conscience Sees relationships/makes connections with ideas Exhibits creativity

Is interested / Is highly curious Has good ideas / Has wild, silly ideas Answers the questions / Discusses in detail, elaborates Listens with interest / Shows strong feeling and opinions 6-8 repetitions for mastery / 1-2 repetitions for mastery Enjoys peers / Prefers adults Completes assignments / Initiates projects Copies accurately / Creates a new design Absorbs information / Manipulates information Good memorizer / Good guesser Is alert / Is keenly observant

Myths/Facts About Gifted Students and Gifted Education

Myths
Gifted education and the "gifted" label are "elitist" because schools with gifted programs offer "special" treatment for smart kids that already have it all Gifted kids have "pushy" parents

Facts
Gifted education is, in fact, about meeting the academic and affective needs of students whose abilities and knowledge exceed what is being taught in the regular classroom In fact, parents of gifted children are often less inclined to make an issue of their children for fear of drawing attention and harming their child's school experience. Often, parents of gifted children may be reliving their own negative experience in school and simply want their child to be intellectually challenged each day in school Gifted children actually tend to be stronger, have fewer illnesses, and many are outstanding athletes The opposite is generally true. Many children fail to be identified by teachers because their outward behavior seems so normal. They are often very outgoing and can be outstanding leaders Gifted children will, in fact, opt for alternative ways to demonstrate their intelligence and creativity, if not encouraged to do so in a school environment. Gifted students will often choose the easiest path to an "A" since the "A" comes so easily to them Gifted children require the same professional educational and emotional support as other children, but support must be appropriate to their needs Gifted children are found in all socioeconomic groups in proportionate numbers Gifted children, like all children, are unique individuals and differ in their abilities, talents, and personalities All individuals are unique with their own relative strengths and weaknesses, but giftedness refers to extraordinary, exceptional, beyond-the-norm abilities and talents

Gifted kids tend to be physically weak and unhealthy Gifted kids are emotionally unstable and social misfits

Gifted kids are enthusiastic about school and academic work

Gifted kids are smart enough to learn by themselves

Gifted kids are usually from upper/middle class professional families Gifted kids with the same level of intelligence have the same abilities and interests All children are gifted

Learning Styles Learning styles are a means of describing ways in which the human mind processes information. Learning styles vary in degrees of intensity and variety with each individual. Following are some examples of frequently used terminology to describe these characteristics: Sequential Learners: step-by-step learners neat, well organized adept at following oral directions adept at computation, spelling, rote memorization, timed tests adept at biology, foreign languages academically talented

Spatial Learners: conceptual, complex systems thinking poor at spelling, rote memorization, timed tests, handwriting adept at geometry and physics adept at following visual instructions adept at mathematical reasoning, developing own methods of problem solving disorganized able to arrive at correct solutions without taking steps

Left-Brained Learners: analytical able to process information one step at a time verbal

Right-Brained Learners: very creative visual learners, must "see" it to understand it often artistically able poor spellers successful when matched with teachers who offer similar teaching styles and an understanding of students' unique needs comprehend easily able to hold images in their mind able to do calculations better in their head than on paper successful with un-timed tests and homework that is not repetitive

Multiple Intelligences Based on Dr. Howard Gardner's Theory of Multiple Intelligences, there are at least eight primary factors of intelligence within the human brain. These intelligences vary in relative strength with each individual and include: Linguistics: very verbal, sensitive to semantics, syntax, pronunciation; likes to read and write; enjoys learning new vocabulary. Musical: listens to, expresses, composes, and performs music in variety of ways; senses music in contexts not associated with music. Logical Mathematical: able to perceive patterns, relationships, abstractions; likes puzzles, manipulatives, collections; experiments in controlled, orderly ways. Spatial: recreates the visual without the physical reference; likes to build things, to draw; able to solve the problem by visualizing the product. BodilyKinesthetic: expresses through conscious use of body; physically adept both with large and small motor control; able to make complex sequence of moves; likes to "clown around." Interpersonal: instinctive capacity to sense emotional states of others; highly interactive, influential, and able to manipulate others; often takes leadership roles. Intrapersonal: able to discriminate one's own feelings; individualistic, independent, usually self-assured; introspective. Naturalist: fascination with the immense variety of the world's animal and plant species and the talent to assign them to new or established taxonomy. The Twice Exceptional Child Twice Exceptional students have both the characteristics of students with disabilities and of students with outstanding potential. The discrepancy between the superior abilities and the learning difficulties results in feelings of frustration and heightened sense of inefficacy. Their strengths are often evident in the arts and in their ability to think and speak creatively. Twice-exceptional children may demonstrate one or more of these learning challenges: On tests of ability, their scores may show significant discrepancies of 12 points or more between verbal and nonverbal subtests. They have large vocabularies which may be deficient in word meanings and the subtleties of language. They may be reading significantly below grade level but have a large storehouse of information on some topics. They have the ability to express themselves verbally but an apparent inability to write down any of their ideas. 4

They may excel at abstract reasoning but seem unable to remember small details. They may seem bright and motivated outside of school but have difficulty with traditional school tasks. Their slow reaction speed may result in incomplete work and low test scores on timed tests. Their general lack of self-confidence may manifest itself as inflexibility, inability to take risks, super-sensitivity to any type of criticism, helplessness, socially inadequate behaviors, stubbornness, and other behaviors designed to distract others from their learning inadequacies. They may lack effective organization and study skills.

Ways to Help Twice-Exceptional Students Succeed in School Twice-exceptional children can not improve simply by trying harder. They must be taught specific compensation strategies. They must know and appreciate the fact that they have normal and above-average intelligence. They, and the adults in their lives, need to understand that their brains are dealing with certain physiological factors that influence their ability to learn.

Underachieving Gifted Students who demonstrate through standardized measures a discrepancy between intellectual and/or creative ability or potential and academic achievement and/or creative productivity are considered to be underachievers. Contributing factors may include:

Family Considerations level and value of education in the family overprotection perfectionism of parents emotional or physical turmoil models for achievement within the family parental expectations making a child a little adult

Personal Characteristics need for control or attention attitude for failure learning style coping strategies response to authority response to competition level of creativity deficit skills self-esteem, self-concept

Factors Attributed to Reversing Underachievement out-of-school interests goal-setting that attaches meaning to success in school relevant assignments flexible teaching styles realistically high expectations student reflection on patterns of underachievement consistent parenting that encourages a positive attitude, responsibility opportunities for advanced study, independent study evaluation of process as well as product competent, passionate teaching student retaining internal focus of control student acceptance of responsibility for actions and behaviors

Indicators of Progress may Include: attitude change (happier, enjoys learning, improved self-concept) quality of work improved ability to deal with emotional conflict completed assignments increased concentration and productivity

Differentiated Instruction for Gifted Learners Differentiated Instruction provides different tasks and activities for gifted learners than their age peers. The elements of differentiation are: content, process, product, environment. Content Modification - The focus of the GATE program is not on linear acceleration in one subject area. Instead, the major focus is on the acquisition of complex, abstract ideas that are applicable to a wide variety of disciplines and situations. Process Modification - As new materials are presented and as students engage in learning activities, the focus is on: Higher Level of Thinking - emphasis on the use of knowledge rather than its mere acquisition.
Open-Endedness - questions and learning activities that have no predetermined right answers and which encourage further thinking and investigation.

Discovery - learning situations in which students use inductive reasoning to discover patterns, ideas and underlying principles. Evidence of Reasoning - students are encouraged to not only express their conclusions but also to explain their reasoning. They are encouraged to learn different reasoning processes by observing, listening and interacting with other students. Product Modification - Students will produce original products that go beyond paraphrasing or copying of existing materials. These products will address issues of real concern to the student, will meet criteria determined by the teacher and students and will, to as great an extent as possible, be shared with audiences other than the GATE teacher and students. Learning Environment Student Centered vs. Teacher Centered - high emphasis on student discussion and interaction. Evaluative Environment - students are encouraged to express their ideas without fear of judgment a definite distinction is made between judgment and evaluation judgment implies rightness or wrongness evaluation implies measuring a product against specific, stated criteria and identifying strengths and weaknesses in a helpful, non-threatening manner.

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Teaching Models in Education of the Gifted

Renzulli

Enrichment Triad general exploratory activities, group training activities, individual and small group investigations of real problems

Parnes

Creative Problem Solving fact finding, problem finding, ideal finding, solution finding, acceptance finding
* Compiled by: Marker, C.J. (1982). Teaching Models in Education of the Gifted. Aspen Publishers, Austin, TX

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