Agenda What Is Gi?edness Characteris=cs of the Gi?ed UNLOCKING - - PDF document

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2/5/17 Agenda What Is Gi?edness Characteris=cs of the Gi?ed UNLOCKING GIFTEDNESS: Some Misconcep=ons about Gi?ed Children Profile of the Gi?ed An Introduc=on to Gi?edness for Teachers in Awareness in India: Scenario in Schools

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2/5/17 1

UNLOCKING GIFTEDNESS:

An Introduc=on to Gi?edness for Teachers in India

Dr Inderbir Sandhu

Mind Path Consulting Services www.mind-path.com

Agenda

  • What Is Gi?edness
  • Characteris=cs of the Gi?ed
  • Some Misconcep=ons about Gi?ed Children
  • Profile of the Gi?ed
  • Awareness in India: Scenario in Schools
  • Iden=fica=on
  • Curriculum Overview
  • Twice Excep=onal Students

2

WHAT IS GIFTEDNESS

Defini=ons

3

The Na=onal Associa=on for Gi?ed Children (NAGC):

“children and youth with

demonstrated gi?s and talents as well as those who may be able to develop their talent poten=al with appropriate educa=onal experiences.”

4

Renzulli’s Three-ring Concept

5

Above Average Ability Creativity Task Commitment

GIFTED

MULTIPLE INTELLIGENCE

A 9th one? Existen:al

6

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To sum up…

  • “Individuals who show evidence of high performance

capability in areas such as intellectual, crea=ve, ar=s=c, leadership capacity, or specific academic fields, and who require services or ac=vi=es not

  • rdinarily provided by the school in order to fully

develop such capabili=es.”

  • A young gi?ed child may exhibit abili=es earlier or

with greater intensity than the average child.

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Are there different levels of gi?edness?

LEVEL IQ ESTIMATE

Gi?ed Or Moderately Gi?ed (G/MG) 130-138 Highly Gi?ed (HG) 138-145 Excep=onally Gi?ed (EG) 145-152 Profoundly Gi?ed (PG) 152-160

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CHARACTERISTICS OF THE GIFTED

General and Dis=nct

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General Characteris=cs

  • General intellectual ability
  • Specific academic ap=tude
  • Crea=ve thinking and produc=on
  • Leadership
  • Psychomotor ability
  • Visual and performing arts

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Common Dis=nct Characteris=cs

  • Unusual alertness, even in infancy
  • Rapid learner; put thoughts together quickly
  • Excellent memory
  • Avid & early reader; reads extensively hence, larger

vocabulary

  • Learn basic skills beher, more quickly, with less prac=ce
  • Beher able to construct and handle abstrac=ons
  • Ability to pick up and interpret nonverbal cues

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Common Characteris=cs (cont.)

  • Take less for granted, seeking the “hows” and “whys”;

highly inquisi=ve

  • Work independently at an earlier age and can

concentrate for longer periods

  • Interests diverse and intensely focused
  • Boundless energy, some=mes leads to a misdiagnosis of

hyperac=vity

  • Keen and/or unusual sense of humour

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Common Characteris=cs (cont.)

  • Preference for older company
  • Keen powers of observa=on; eye for details
  • See cause-effect rela=onships
  • O?en scep=cal, cri=cal, and evalua=ve. Quick to

spot inconsistencies

  • Vivid imagina=ons (and imaginary playmates when

in preschool)

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Common Characteris=cs (cont.)

  • Storehouse of informa=on
  • Intrinsically mo=vated
  • Highly sensi=ve
  • Idealism and sense of jus=ce at early age
  • Concern with social and poli=cal issues and

injus=ces

  • Preoccupied with own thoughts-daydreamer

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  • One aspect which sets apart gi?ed

students from their fellow classmates is their ability to make connec:ons which others o?en fail to see

15 16

SOME MISCONCEPTIONS ABOUT GIFTED CHILDREN

Myths & Facts

17

About Gi?ed Children: Myth or Fact

  • 1. Gi?ed in all academic areas.
  • 2. Gi?edness is en=rely a maher of hard work.
  • 3. All children are gi?ed.
  • 4. Children become gi?ed because their parents push

them.

  • 5. Gi?ed children will become eminent adults.
  • 6. Gi?ed children do not have learning disabili=es.
  • 7. Gi?ed children are not aware that they are somehow

different than others.

  • 8. If you tell gi?ed children they have advanced abili=es,

they will become ego=s=cal.

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2/5/17 4 About Gi?ed Children: Myth or Fact

  • 9. May not be high achievers.
  • 10. Emo=onal maturity may not be as advanced as their

intellect.

  • 11. May have emo=onal or interpersonal issues.
  • 12. Does not enjoy demonstra=ng talents and abili=es for
  • thers.
  • 13. Parents can iden=fy gi?edness in their own children.
  • 14. Most educators may not know how to work with gi?ed

children.

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About Gi?ed Children: Myth

  • 1. Gi?ed in all academic areas.
  • 2. Gi?edness is en=rely a maher of hard work.
  • 3. All children are gi?ed.
  • 4. Children become gi?ed because their parents push

them.

  • 5. Gi?ed children will become eminent adults.
  • 6. Gi?ed children do not have learning disabili=es.
  • 7. Gi?ed children are not aware that they are somehow

different than others.

  • 8. If you tell gi?ed children they have advanced abili=es,

they will become ego=s=cal.

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NOT TRUE

About Gi?ed Children: Facts

  • 9. May not be high achievers
  • 10. Emo=onal maturity may not be as advanced as their

intellect.

  • 11. May have emo=onal or interpersonal issues.
  • 12. Does not enjoy demonstra=ng talents and abili=es for
  • thers.
  • 13. Parents can iden=fy gi?edness in their own children.
  • 14. Most educators may not know how to work with gi?ed

children.

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TRUE

PROFILE OF THE GIFTED

6 Types of Gi?edness

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TYPES OF GIFTEDNESS

  • TYPE 1 – THE SUCCESSFUL
  • TYPE 2 – THE CHALLENGING
  • TYPE 3 – THE UNDERGROUND
  • TYPE 4 – THE ANGRY
  • TYPE 5 – THE DOUBLE-LABELLED
  • TYPE 6 – THE AUTONOMOUS

23 IKS/TEACHERTRAINING/CIC_DU/2017

TYPE 1 – THE SUCCESSFUL

  • PERFECTIONIST
  • HIGH ACHIEVER
  • SEEKS TEACHER

APPROVAL

  • NON-RISK TAKING
  • DOES WELL

ACADEMICALLY

  • ACCEPTS AND

CONFORMS

  • DEPENDENT
  • SELF CRITICAL
  • ENTRINSICALLY

MOTIVATED

  • POSITIVE SELF-

CONCEPT

24 IKS/TEACHERTRAINING/CIC_DU/2017

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2/5/17 5

TYPE 2 – THE CHALLENGING

  • CORRECTS TEACHER,

DEFENSIVE

  • QUESTIONS RULES,

POLICIES

  • HONEST, DIRECT
  • HAS MOOD SWINGS
  • INCONSISTENT WORK

HABITS

  • POOR SELF CONTROL,

LOW SELF-ESTEEM

  • HEIGHTENED

SENSITIVITY

  • CREATIVE
  • STANDS UP FOR

CONVICTIONS

  • COMPETITIVE
  • BORED,

FRUSTRATED

  • IMPATIENT

25 IKS/TEACHERTRAINING/CIC_DU/2017

TYPE 3 – THE UNDERGROUND

  • DENIES TALENT,

UNSURE

  • GUILTY
  • INSECURE
  • PRESSURED
  • DROPS OUT OF

ADVANCED CLASSES

  • RESISTS CHALLENGES
  • WANTS TO BELONG

SOCIALLY

  • CHANGES FRIENDS

26 IKS/TEACHERTRAINING/CIC_DU/2017

TYPE 4 – THE ANGRY

  • INTERMITTENT

ATTENDANCE

  • DOES NOT

COMPLETE TASKS

  • PURSUES OUTSIDE

INTERESTS

  • “SPACED OUT” IN

CLASS

  • SELF ABUSIVE,

DISRUPTIVE, ANGRY

  • DEFENSIVE, EXPLOSIVE
  • ISOLATES SELF, POOR

SELF-CONCEPT, DEPRESSED

  • BURN-OUT
  • CREATIVE
  • CRITISIZES SELF &

OTHERS

  • ACADEMICALLY

AVERAGE/BELOW

27 IKS/TEACHERTRAINING/CIC_DU/2017

TYPE 5 – THE DOUBLE-LABELLED

  • POWERLESS
  • INCONSISTENT WORK
  • LOW SELF-ESTEEM
  • ANGRY
  • AVERAGE/ BELOW
  • DISRUPTIVE OR ACTS OUT

28 IKS/TEACHERTRAINING/CIC_DU/2017

TYPE 6 – THE AUTONOMOUS

  • APPRORIATE SOCIAL

SKILLS, SELF-CONFIDENT, SELF-ACCEPTING

  • WORKS INDEPENDENTLY
  • DEVELOPS OWN GOALS,

ENTHUSIASTIC

  • WORKS WITHOUT

APPROVAL

  • FOLLOWS STRONG

AREAS OF PASSION

  • INTRINSICALLY

MOTIVATED

  • STANDS UP FOR

CONVICTIONS

  • RISK-TAKERS, ACCEPTS

FAILURE

  • ACCEPTED AND

ACCEPTS OTHERS

  • CREATIVE

29 IKS/TEACHERTRAINING/CIC_DU/2017

Awareness in India

§ Scenario in Schools

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Brief History of GE in India

  • Stretches back to the 1960s, isolated in

certain loca=ons (Jnana Probhodhini, Pune).

  • Provision is scant, over-reliance on ‘learning

models and assessment tools transferred wholesale from western contexts’

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Other programmes

  • 1962: Jnana Prabodhini Prashala in Pune (Mensa

India established here in 1976)

  • 1963: Na=onal Talent Search Examina=on

(NTSE) introduced by NCERT

  • 1994: Tribal Mensa Nurturing Programme
  • 1999: Kishore Vaigyanik Protsahan Yojana

(KVPY)

  • 2008: Innova=on in Science Pursuit for Inspired

Research (INSPIRE)

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  • 2013: Na=onal Associa=on of Gi?ed Educa=on

India (NAGE-India) renamed PRODIGY – Promo=ng Development of India’s Gi?ed Young (under the wing of Na=onal Ins=tute of Advanced Studies (NIAS)

– Partners: Delhi University and Agastya Founda=on

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Concerns:

  • Focus is on Math & Sciences
  • Lack of awareness
  • Lack of exper=se, research
  • Untrained teachers/educators
  • Using of materials “wholesale” from western context
  • Lack of interest
  • India lagging behind other developing na=ons

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IDENTIFICATION

Spopng Them In The Classroom

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Is it a BIG DEAL?

  • No big deal!
  • Aren't they different from their peers?
  • So they would have to s=ck out somehow
  • They’re like young Einsteins
  • Easy peasy!

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As teachers…

  • Gi?ed students -> finish work early -> become

bored -> disrupt others

  • There may be =mes when student will correct a

teacher’s mistakes in front of the class before considering the consequences

  • You need to show pa=ence

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IDENTIFICATION

  • Why identify?
  • Is it important to find out whether or not a

child is gifted?

YES!

IKS/NAGC/CONF2016/KL

Underachievement

Not identified not appropriately challenged loses motivation to excel

UNDERACHIEVEMENT

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Difficult to motivate children later in adolescence, when they become accustomed to doing less than they are capable of accomplishing

Note of Caut ution: n:

Is there a biological difference between a gi?ed and typical child?

  • Increased cell produc=on that also increases synap=c ac=vity

– Leads to an increased thought process, hence ability to process more complex thought

  • More prefrontal cortex ac=vity in the brain

– Leads to insighQul and intuiRve thinking

  • More alpha wave ac=vity in the brain and also sustain it

longer – Allows for more relaxed and focused learning with greater retenRon and integraRon

  • The brain rhythms of the gi?ed child occur more o?en

– Increased concentraRon, aUenRon, invesRgaRon, and inquiry.

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How To Iden=fy?

  • Objec=ve Methods:

– Individual intelligence and achievement tests (e.g., Weschlers, Stanford-Binet etc) – Student Cumula=ve Records (e.g., grades, na=onal and standardized tests are some=mes used as data points during the gi?ed iden=fica=on process)

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How To Iden=fy?

  • Subjec=ve Methods:

– Nomina=ons: Self, Peer, Teacher, Administrator, Parent – Teacher Observa=ons & Ra=ngs: Learning & Mo=va=on Scales – Porvolios & Performances: Porvolios or work that is collected over =me – Student Educa=onal Profiles: An academic or ar=s=c case study approach could offer a more comprehensive process

43

Curriculum for the Gi?ed

§ An Overview

45

ONE SIZE DOES NOT FIT ALL

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Common Complaints

  • Curriculum not challenging
  • Instruc=onal pace too slow
  • Too much informa=on is repeated
  • Few opportuni=es to study personal interests
  • r study in more depth
  • Emphasis on mastery of facts, rather than

thinking skills

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  • If you stand out, you will get cut to suit the

rest or be in isola=on!

  • More o?en than not, intellectually gi?ed

children are held back in their learning to conform to the pace of other children in their class

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Curriculum for the Giaed:

  • Built on the unique characteris=cs,

interests and needs of this targeted group

  • Must be differen:ated & individualized

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How Different is Differen=ated Curriculum for the Gi?ed in Comparison with the Standard Curriculum for all?

Main Features:

  • Accelera=on
  • Complexity
  • Depth
  • Challenge
  • Crea=vity

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CRITICAL THOUGHT PROCESS

What Changes Can Classroom Teachers Make?

  • Differen=ated instruc=on
  • Depth
  • Compac=ng
  • Accelera=on
  • Ask ques=ons that are open ended
  • Ask ques=ons that require higher level of

response

51

What Changes Can Classroom Teachers Make?

  • Group interac=ons and simula=ons
  • Crea=ve projects that synthesize knowledge

and ability to manipulate ideas

  • Group students of higher ability to work

together for class work

  • More research & project based independent

work

52 53

The Iden=fica=on Pyramid

Talent Pool: Level I

Regular Classroom Differen:a:on: Flexible grouping, Differen:ated Curriculum Enrichment opportuni:es

Level 2

Programming Beyond Regular Classroom: Curricular extensions, Pull-outs

Level 3

Individualized Services

1-2% of student population 2-5% of student population 5–15% of student population

Bloom’s Taxonomy for the Gi?ed

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2/5/17 10

Points to Note ...

  • Look at student performance across the years not

just present year

  • High achievers may not be gi?ed
  • For gi?ed children, replace their curriculum with

material they have not mastered (not just adding more work because they have finished their assignments early)

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MORE Points to Note ...

  • Add breadth and depth to the curriculum
  • Match the material to the child and not the

child to the material

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TWICE EXCEPTIONAL CHILDREN

THE DOUBLE LABELLED

Twice-Excep=onal (2e)

  • A student who possesses an
  • utstanding gi? (due to their

intellectual gi?s), but who also has areas of rela=ve weakness (due to their special needs) can be both gi?ed and have a learning disability

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2e students

  • Trapped between two worlds
  • Many have the internal mo=va=on and belief in

their abili=es, yet lack of confidence in certain areas common with children with learning disabili=es.

  • Tend to have high expecta=ons of themselves but

con=nually frustrated by their disabili=es

  • May develop an “overdeveloped fear of failure”.
  • Experience the paradox of feeling bored and

confused at the same =me - leading to increased frustra=on

59

A Quick Lookout for Teachers

  • A bright child who is “difficult” – they might act
  • ut or be the class clown or trouble maker.
  • A verbally gi?ed student with a highly advanced
  • ral vocabulary, but simplis=c wrihen language.
  • A student who has mastered math concepts

before they are taught, but struggles with computa=on.

  • Asynchronous development (large splits between

strengths and weaknesses).

  • A student who loves to learn, but hates school.

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Teachers for the Giaed

Research shows that

  • ne of the most

important factor in the determination of success for gifted students was a specific TEACHER

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for listening!

  • Dr Inderbir Sandhu
  • Mind Path Consulting Services

inderbir@mind-path.com

For more on giftedness: www.hoagiesgifted.org/ http://gtworld.org/index.html#top www.brainy-child.com (Singapore-based)

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