Wedded Bliss: The Marriage of Regular and Gifted Education

1. Wedded Bliss:The Marriage of Regular and Gifted Education Art Costa, Ph.D. Valorie Hargett, Section Chief Social Studies/English Language Arts North Carolina Department of Public Instruction 919-807-3834

3. Historical Perspective • NCSBE • Darity Report • Pilot Program • Javits Grant

4. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

5. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

6. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

7. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

8. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

9. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

10. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

11. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

12. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

13. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

14. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

15. MILESTONES IN OUR CHANGING PERSPECTIVES ON INTELLIGENCE

16. ChallengeEssential Questions • How do we educate the child born in 2006 to live, work and compete in the “flat world” described by Thomas Friedman? • How will this generation of children grow up with the necessary knowledge and wisdom, as defined by the new 21st century taxonomies, to address issues, problems and challenges when solutions are complex and not easily definable and accessible? • More importantly, how will children have meta-cognitive prowess to explore deeper questions to ponder and seek solutions to problems not yet known?

17. NC Patterns and Trends Identification of Gifted Students • Article 9B • Multiple Criteria • Second and Third Grades: No K-2 children reported on head count in any LEA’s in 2004-2006.

18. Essential Question • How were the Habits of Mind (HOMs) and the traits, attributes and behaviors (TABs) “wedded” to create the Gifted Intelligent Behaviors (GIBs)?

19. & TAB’s HOM’s • Persisting -(Motivation) • Listening with Understanding/Empathy • -(Interpersonal/Intrapersonal/Insight) • ThinkingFlexibly • -(Reasoning/Problem Solving) • Thinking about Thinking/Metacognition -(Reasoning/Memory) • Questioning and Posing Problems -(Problem Solving/Inquiry)

20. Applying Past Knowledge -(Insight) • Thinking/Communicating with Clarity/Precision -(Communications) • Creating, Imaging & Innovating • -(Imagination) • Taking Responsible Risks -(Problem Solving) • Finding Humor -(Humor) • Remaining Open to Continuous Learning -(Interest)

22. “That isn’t what I meant when I said strip and wax the floor!”

23. How have the “HOM’s/GIB’s “contributed … • To changing teachers’ attitudes, skills and understandings so that they comprehend the nature of talent, potential and development and its diverse manifestations?

24. How have the “HOM’s/GIB’s” … • sharpened a teacher’s awareness to have the ability to refer students for gifted programs?

25. How Has the “HOMs/GIBs” Contributed … • To teachers’ understanding of improving students’ cognition and metacognition awareness?

30. Parent InvolvementWhat is the parent’s role? • Talking in complete sentences • Learning the GIB’s and discussing them at appropriate times • Getting a library card for the family and going to the public library on a regular basis.

31. 21st Century Learner • Diverse • Multiple Intelligences • Global Learner • Knowledge Creator • Technology Savvy • Visual-Spatial • Interest Driven

32. Impact on Gifted Community

35. Wedded Bliss:The Marriage of Regular and Gifted Education Art Costa, Ph.D. Valorie Hargett, Section Chief Social Studies/English Language Arts North Carolina Department of Public Instruction 919-807-3834