Gifted Children

Gifted Children Team Awesome! Possum!

Outline  What does it mean to be gifted?  Definition  Characteristics

 How does being gifted affect a child’s life?  Positive or Negative?

 How do gifted students interact with their peers?  How can teachers include gifted learners into the classroom?  Strategies

 Where can a teacher find resources about gifted people?  Organizations  Internet

Learning Outcomes  Each student will be able to:  Define gifted person.  List at least five major characteristics of gifted people  Discuss some of the positive and negative impacts that being gifted has on a person  Identify some the major resources available to teachers for information on gifted people  Discuss some of the ways gifted people interact with their peers  Describe some ways that teachers can successfully incorporate gifted students into their classroom

What does it mean to be Gifted? A gifted person is someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression.

Characteristics of Gifted Children  They can display ADHD symptoms due to boredom.

 Can leave projects and class work unfinished.

 Can be very curious.

 May not handle criticism well.

 Seem to know lots, and have a good memory.

 Challenge authority.

 Learns quickly.

 Uses higher level thinking. (analysis, synthesis, evaluation)

 Gets bored.  Enjoys a challenge.

 Self-motivated.

 Can be critical of self and others.

 Independent.

 May work better alone than in a group. Can become “bossy” in a group.

 Can be only a gifted student in certain subjects.

 Easily gets off task and off topic.

 Retains information quickly.

How does being Gifted Effect a Person’s life?  Positive Impacts  Fast Learners  Read at early age

 High Grades  Opportunities

 Negative Impacts  Mislabeled  Many forms of giftedness  Limited Programs/funding available

 High Stress  Performance  Over-achieve  Depression

 Social Development  “Teacher’s Pet  Emotional  Lack of other skills

How do gifted students interact with peers?  Many gifted students see negative effects after being recognized as gifted  Feel different from others their age  Embarrassed when used as examples by teachers 

Many gifted students feel stigmatized

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"The Stigma of Giftedness Paradigm”  Gifted students want normal social interactions and they realize that when others learn about their giftedness they will be treated differently. Therefore they learn that they can manage the information that others learn about them.

 When gifted students are asked by their peers about school work they will either tell the truth, placate the other student, cop-out of answering the question, cover up or lie  "A large portion of American students with gifts and talents have developed social coping strategies that use up time, energy, limit their opportunities, cause bad decisions to be made, retard their learning, and threaten their lives." - Tracy L. Cross  gifted students benefit more from being with their intellectual peers rather than their chronological peers

gifted learners into the classroom?  Having extra support and providing challenges  Grouping several gifted students together  Providing alternate activities for students who have already shown mastery of a task  Tiered assignments  Flexible grouping

 Acceleration: letting gifted students move at a faster pace through the curriculum  Curriculum compacting: assessing what a student knows and then eliminating what has already been mastered.  Product choices: having all students choose what they produce (text, art, drama, etc.)  Having set expectations for: productivity, evaluation and, behaviour

Where Can I Find More Information? Organizations  BC Ministry of Education

 Teacher References

 http://www.nagc.org/index.as

 www.bced.gov.ca/specialed/gifted

 www.hoagiesgifted.org

 Manitoba Council For Exceptional Children  http://www.manitobacec.ca/

 www.teacherfirst.com/gifted/

Conclusion  What does it mean to be gifted?  How does being gifted impact a child’s life?  Positive?  Negative?  Peers?

 Give an example of how a teacher can accommodate to a gifted person in their class  Where can we find resources on gifted children?

Academic Resources 

Alexis’ References:

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Delisle, James R. , (Nov1999). For gifted students, full inclusion is a partial solution. Educational Leadership, vol.57 (Issue 3), p80-83. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ597088&ERICExtSearch_SearchType

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Gary, Margaret, (1979: fall). Educating the gifted: Prospectives and Promises. Contemporary Education, vol.51 (Number 1), p46-50. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ215173&ERICExtSearch_SearchType

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Willard-Holt, Colleen, (Oct2003). Raising expectations for the gifted learner, Educational Leadership, vol.61 (Issue 2), p72-75. http://docushare.everett.k12.wa.us/docushare/dsweb/Get/Document-9986/Raising%20Expectations%20for%20the%20Gifted.doc.

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Costa, Authur L. & Kallick, Bena, (sep2004). Launching self-directed learners. Educational Leadership, vol.62 (Issue 1), p51-55. http://www.1to1alberta.ca/resources/21st_century/self%20directed.pdf

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Roach, Patricia & Bell, David, (1986: winter). Finding the gifted: Problems and promises, Contemporary Education, vol.57 (Number 2), p95-97. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ332387&ERICExtSearch_SearchType

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Sapon-Shevin, Mara, (Dec1994/Jan1995). Why gifted students belong in inclusive schools. Educational Leadership, vol.52 (Issue 4), p64-68. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ496173&ERICExtSearch_SearchType

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Tomlinson, Carol Ann, (Dec1994/Jan1995). Gifted learners too: A possible dream?. Educational Leadership, vol.52 (Issue 4), p68-69. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ496174&ERICExtSearch_SearchType

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Winebrenner, Susan, (Sep2000). Gifted students need an education, too. Educational Leadership, vol.58 (Issue 1), p52-56. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ614612&ERICExtSearch_SearchType

Kyle’s References: http://www.nagc.org/index.aspx?id=565 www.teacherfirst.com/gifted/spot.html Lauren’s References: Cross, T.L. (2002). Competing with myths about the social and emotional development of gifted students. Gifted Child Today, Retrieved from http://www.sengifted.org/ articles_social/Cross_CompetingWithMythsAboutTheSocialAndEmotional Development.shtml.

Cross, T.L. (1997). Psychological and social aspects of educating gifted students. Peabody Journal of Education, 72(3/4), 180-200, Retrieved from http://www. jstor.org.libproxy.uwinnipeg.ca.  Government of British Columbia. (2007). Gifted education – a resource guide for teachers, Retrieved from http://www.livebinders.com/play/play?id=2689.

Swiatek, M. (2001). Social coping among gifted high school students and its relationship to self-concept. Journal of Youth and Adolescence, 30(1), 19-39, Retrieved from http://www.springerlink.com/content/x6316863272h7055/.

Mark’s References:  Cowan, Timothy. (2009). Mixed Blessings: A Personal Reflection on the Psychosocial Impact of Giftedness. University of Winnipeg: Education Students’ The Anthology.  Mason, Carla. (2009). Expanding Gifted Education: A Winnipeg Educator’s View on Teaching the Gifted. University of Winnipeg: Education Students’ The Anthology.  Fornia, Gwen L. (2001). The Social and Emotional Needs of Gifted Children: Implications for Family Counseling. The Family Journal, 384-389.