Gifted and Talented at Hartland. Helen Green Welcome and - - PowerPoint PPT Presentation

Gifted and Talented at Hartland.

Helen Green Welcome and Introduction

Gifted and Talented at Hartland.

Aims and objectives of this coffee morning

To ensure all parent are aware of:

• The definition Hartland and KHDA use for Gifted and Talented (GT)
• Our mission and goals for GT students.
• The process of identification of potentially GT students.
• Types of provision available for GT students
• Assessment and Reporting for GT students

Definitions of Gifted and Talented.

Go to menti.com and use the code 95 99 47 to write the 5 key words you associate with Gifted Then use code 83 12 19 and do the same thing for Talented.

The Hartland definition of Gifted and Talented will follow the KHDA recommendations

Giftedness refers to a student who is in possession of untrained and spontaneously expressed exceptional natural ability in one or more domain of human ability. Talented refers to a student who has been able to transform their giftedness into exceptional performance.

Easy to measure in high CAT scores (126+) / IQ tests Imaginative, creative children, possibly not high CAT, maybe just different. Take on leadership roles/ school council/ sociable students with lots of friends. Children demonstrating potential in sports and physical domains. Students will show more visual and kinesthetic

• tendencies. Non

verbal and spatial reasoning, likely to be higher. Traits are generally part of genetic make up but as teachers we can help to develop

• resilience. Goal management can be

developed through being aware of student’s interests, strengths and weaknesses and encouraging perseverance. Teachers, parents, peers and school environment will all have a part to play here, along with enrichment and curriculum opportunities offered. The one that is easiest to identify, often closely linked to the intellectual gift in Domains. Ma En MFL some Sc. May be demonstrated in Domains of Intellectual, Creative or perceptive. STEAM Creative and Perceptual domains, art, music, dance and drama. Enterprise and real life problems Conventional costing/ finance. Projects related to these can encompass Admin and sales Related to the gifted domains of muscular and motor control. Community service, sustainability, charity work and working with teams. The process of moving from Gifted natural abilities to Talented competencies depends on content and access of activities, investment of time, energy and money and progressing at appropriate pace.

Gagnes Differentiated Model of Giftedness. (Annotated by Helen Green).

Definitions of Gifted and Talented.

Renzulli:

Gifted behaviours can be found "in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances).

Renzulli’s Model of Giftedness.

Gifted Behaviours

So… what do we want ? To identify as many students, in as many areas of interest as we can and support them to learn deeply, have fun and experience this learning in and

• utside the classroom.

How will we start?

Keep it simple, Take it slowly, build a firm foundation and be consistent.

Definitions Identification Provision Monitoring Reporting

What is the process for identification of Gifted and Talented at Hartland?

CAT scores Teacher recommendations GT observations and interviews ( task commitment and creativity) Parental discussions The identification process will be far reaching , following Gagne’s model. Children identified as gifted will then be supported to develop competence and talent in their field. A Gifted and Talented register is fluid, children may come on and off it, however, they will always be on our radar.

Identification

So we can see identification is not straightforward. Differences in maths and language are the norm not the exception

The Hartland Identification Checklist.

Please refer to the Hard Copy, this will be one of the measures we use to identify students.

Provision - Support for Gifted

Support in and occasionally out of class with Class or specialist teachers Support will depend on the level of competency. Could be deeper level of mastery, project work, invitational enrichment classes Integral to all support will be higher level thinking and directed questioning.

Support for Gifted

Hartland offer enrichment opportunities which encompass all of the domains highlighted by Gagne. Domain Intellectual Creative (includes performance) Physical Social (Community and performance) Perceptual (Technical and performance)

What will provision entail?

Enrichment activities, to develop mastery in specific physical or mental domains Projects for enterprising and real life application Problem Solving for deeper mastery Choice boards for in and out of class sessions to demonstrate HOTS ( later in term) HOT questioning

Enrichment Activities

Any activities that allow students to explore in different or deeper ways than in the classroom and to enhance curriculum learning. E.g. Debate and Philosophy Chess/Rubics Cube/Scrabble/Mad Gab/ Set Performance poetry, create and perform. Bizkids – create, market, price and package a new product – sell it. STEAM activities eg help Rapunzel get out of the tower in a different way. The most important task for enrichment withdrawal or after school activities is freedom to talk and explore ideas.

What is HOT and what is NOT?

H O T S L O T S

What is HOT and what is NOT?

Goldilocks and the 3 Bears applied to Bloom's Taxonomy Remember: Who was the biggest bear? What food was too hot? Understand: Why didn't the bears eat the porridge? Why did the bears leave their house? Apply : List the sequence of events in the story. Draw 3 pictures showing the beginning, middle and ending of the story. Analyse: Why do you think Goldilocks went for a sleep? How would you feel if you were Baby Bear? What kind of person do you think Goldilocks is and why? Create: How could you re-write this story with a city setting? Write a set of rules to prevent what happened in the story. Evaluate: Write a review for the story and specify the type of audience that would enjoy this

• book. Why has this story been told over and over again throughout the years? Act out a mock

court case as though the bears are taking Goldilocks to court. Bloom's Taxonomy helps you to ask questions that make learners think. Always remember that higher level thinking occurs with higher level questioning.

A Question for you…..

How does the keep off the grass sign get placed smack in the middle of the grass? Think of your own creative response and then share with the person next to you.

Reporting – How will parents be informed ?

Initial Gifted and Talented meeting will be held in Term 1 each year,

• TODAY!

Parents will be notified if their child is identified as gifted in a domain and the level of support to be offered will be explained. Parents are welcome and encouraged to meet with myself to discuss their child in more detail.

Competitions

Current research argues that it is valuable to fail in a safe environment( Sutherland 2012) Rather than the first failure being at University level. We already take part in some competitions ( Eg Emirates Lit Fest/ Math Challenge). We will also be taking part in mini league competitions and other competitions as they come along.

Identification an insight into Gifted kids

https://www.youtube.com/watch?v=NKdo83HksFA

Thank you

I look forward to working with you and your children.

Contact Details hgreen@hartlandinternational.com Tel 04 407 9 437 Extension 437