an introduction to the identification of the gifted and talented at kurwongbah state school prepared by natal

1. An Introduction to the Identification of the Gifted and Talented

3. Outcomes-Term One Selected and Purchased resources in the area of Gifted and Talented Education. Conducting research in the area of Gifted and Talented Education. Worked with Felicity Bezer, Co-Coordinator- Gifted and Talented Education LDC at Nambour State School. Prepared Gifted and Talented Education folders for staff and provided readings. Prepared in-service session for Pupil Free Day. Worked in Senior F. Conducted class overview, observations, discussions with teachers.

4. It is important to understand what is meant by the terms, �gifted� and �talented�. Gross et al (2001) believes that� �The definition of giftedness or talent which a school adopts will influence both the identification procedures it will use and the curricula and programs that will be developed to respond to students who will be identified.� ACTIVITY ONE: At your table group discuss what is meant by the terms, �gifted and talented�. Brainstorm some words or phrases that help you to explain your understanding of the terms. After a few minutes a representative from your group will be required to share some of your ideas.

5. Timeline Each �gift� pack contains a timeline for each group member. The timeline provides a brief overview of the developments of definitions since that of Galton in 1869. ACTIVITY TWO: Each group has been given a different information card on one of the theories of giftedness which can be found in your �gift� packs. Read through the information and write the main points of definition you have been given. Each group will contribute their information to the display timeline at the front.

6. A Timeline of Development

7. Timeline Summary Early definitions of giftedness and talent focused primarily on high intelligence. Later definitions broadened the view of giftedness to include many domains of ability. While conceptions of giftedness have broadened considerably over the last 100 years, they share three important common elements: 1. Gifted children have the potential for unusually high performance in at least one area. 2. The capacity to think clearly, analytically and evaluatively is a prerequisite for high performance in any area. 3. The cream does not automatically rise to the top. The child�s personality and environment can help or hinder the translation of potential into performance.

8. Gagne: Unusually high aptitude or potential in any domain of human ability. A child may be intellectually or creatively gifted, may have gifts for leadership, or may be gifted in sports, athletics or music. The key to this perception is that it defines outstanding ability rather than outstanding achievement. Gagn� defines �talent� as unusually high achievement- performance at a level significantly beyond what might be expected for one�s age. Gagn� argues that the terms giftedness and talent should not be used synonymously, and he proposes a most useful distinction: �Giftedness corresponds to competence which is distinctively above average in one or more domains of ability. Talent refers to performance which is distinctively above average in one or more fields of human performance. Within Gagn�s definition a child can be gifted (possessing unusually high potential) without being talented (displaying unusually high levels of performance). To explain the relationship between the two, he places in the centre of his model a cluster of catalytic variables which can either facilitate or impede the translation of giftedness into talent.

10. In Summary, Gagn�s Model: Is solidly grounded in research on human abilities. Demonstrates links between aptitude and achievement. States that gifts are innate abilities, while talents are developed skills. Recognises the student who may have high ability but may be underachieving, demotivated, or prevented from realising his or her potential by environmental, personality or physiological constraints. Has gained wide acceptance in Australia. Recognises the student who may be gifted in a single subject area, as well as those who have several gifts.

11. Framework for Gifted Education Giftedness in a student is commonly characterised by an advanced pace of learning, quality of thinking or capability for remarkably high standards of performance compared to students the same age. ACTIVITY THREEE: Read through the list of characteristics of Gifted Students then brainstorm possible negative and positive classroom behaviours of the Characteristics of Gifted Students. Record these in the appropriate columns.

12. Not all children will display all of the characteristics. There will tend to be a range among gifted children in respect to each characteristic. Some children may not display them at early stages of development but at later stages, while others manifest the characteristics from a very early age. Characteristics may reveal themselves only when students engage in an area of interest and aptitude.

13. Purpose of identification Even though gifted students are capable of outstanding achievement, the learning environment is pivotal to enabling them to demonstrate and develop their abilities. Students who are gifted are at risk of underachieving and disengaging from learning if they are not identified and catered for appropriately. Education Qld, Framework for Gifted Education.

14. In more detail� to confirm � or otherwise � parental suspicions about their child so that they can have realistic expectations of their child�s performance; to help gifted children develop correct understandings of their ability and the learning potential it indicates; to help schools in making more appropriate educational provisions in order to meet the needs of their gifted children; to help teachers understand children who might otherwise be misunderstood, unnoticed, or noticed and then misdiagnosed. to discover the pool of gifted students so that their ability can be nurtured at and by every level of society. Identifying the Gifted- Some Issues A presentation by Ken Imison. [Educational Consultant and Director of SOI (Structure of the Intellect).

15. ACTIVITY FOUR: Have you ever heard any myths about giftedness? Discuss with your table group any myths you have heard relating to giftedness. Two of the most pervasive myths: Gifted children appear only rarely, - one in a hundred or less. Over the last 20 years a more realistic perception of the prevalence of giftedness and talent has emerged. Gagn� suggests that we should view around 15 per cent of students in one subject area as being gifted in that subject. Every child has a gift. The belief that every child has a gift or talent often arises through a confusion of between the concept of gifts and strengths.

16. Education Qld � Framework for Gifted Education The Framework for Gifted Education for state schools consists of: The policy for Education of students who are gifted. Guidelines for Acceleration within compulsory years of schooling. Other Useful References: Gross, U.M., Macleod, B., Drummond, D., Merrick, C. 2001 Gifted Students in Primary Schools, Differentiating the Curriculum, Inscript Publishing, Sydney. Braggett, Eddie J. 1994 Developing Programs for Gifted Students, Hawker Brownlow Education, Victoria. Renzulli, J.S., 1994 Schools for Talent Development: A Practical Plan for Total School Improvement, Hawker Brownlow Education, Victoria.