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Gifted & Talented Students

Gifted & Talented Students. John Lizzi , Sarah Griffin, Julie Feigenbaum , Rachel Rodziewicz , Emily Kiesewetter. Definition. Developmentally advanced Requires special provisions to meet Ed needs High Performance in areas General or specific intellectual ability IQ above 130.

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Gifted & Talented Students

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  1. Gifted & Talented Students John Lizzi, Sarah Griffin, Julie Feigenbaum, Rachel Rodziewicz, Emily Kiesewetter

  2. Definition • Developmentally advanced • Requires special provisions to meet Ed needs • High Performance in areas • General or specific intellectual ability • IQ above 130

  3. What they say… Scholars • “Gifted children may be impatient with friends, parents, and even teachers who do not share their interests or abilities. (pg. 151) • Gifted adolescents, especially girls, are more likely to be depressed and to report social and emotional problems ( pg 150).

  4. What they say…Educators • Not enough $$$ • Not enough training • Quote from ohiovalley.k12.oh.us, "TAG kids require services beyond those offered in regular school programs in order to realize their potential contributions to themselves and society." • Links • http://www.coloradogifted.org/ • http://www.bvsd.org/schools/douglass/tag/default.aspx • http://www.ohiovalley.k12.oh.us/ovsd/Talented%20and%20Gifted.htm

  5. What they say…Media • MOVIE: Beautiful Mind • Portrays individual as social inept “Our education system has little ideas how to cultivate the most promising students.“ (Cloud 2007)

  6. What they say… Parents • Parents are frustrated child not being challenged • Parents are pushing for advanced placement in younger children • Parents are struggling to keep up with the children • They cannot often relate to their children, and/or they are intimidated

  7. TAG on Motivation • Positive Impact: Can be intrinsically motivated, has great potential, more opportunities • Negative Impact: TAG student is bored, socially awkward, no sense of “belongingness”, underperforming

  8. Theory to Practice • Provide the students with authentic tasks; make accommodations in the general classroom (i.e. assign more work) • Part-time assignments in higher level learning (i.e. a middle school student in a college class) • Acceleration of grade levels • More teacher training; teachers need to do more observing of their students to develop a greater understanding of their needs • Group with peers • http://www.teachersfirst.com/gifted/strategies.html

  9. Bibliography • Cloud, John. Are We Failing Our Geniuses? (2007). http://www.time.com/time/magazine/article/0,9171,1653653,00.html. • Woolfolk, Anita. Diversity and Convergences. Educational Psychology (2007). Boston: Pearson. • Parents.com • Nagc.org • Gifted.uconn.edu

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