What is Happening in the World of Gifted Education?

1
What is Happening in the World of Gifted
Education?

• Professor Karen B. Rogers
• Gifted Education Research, Resource Information
  Centre
• The University of New South Wales
• k.rogers_at_unsw.edu.au

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Teacher Effectiveness is Becoming Better
Understood

• We now believe gifted students are more likely to
  appreciate a teachers effectiveness for actual
  teaching behaviors rather than personality alone
  (Rogers, 2007). Traits rated as very important
  include
• Covering the material that is supposed to be
  covered
• Eliminating excess drill and revision
• Compacting the curriculum through pre-assessment
• Adjusting instructional pace appropriate to
  subject matter
• Providing immediate corrective feedback
• Provides scaffold (whole of the concept) up
  front, followed by chance to analyze and reflect
  on its parts
• Makes individual accommodations for some learners
• Is organized and clear in presentations

3
Teacher Effectiveness is Becoming Better
Understood

• Personality and the personal traits of effective
  teachers of the gifted are still important to
  gifted learners, however (Rogers, 2007). These
  include
• Seeing the gifted learner as a unique individual
• Liking able students in general
• Being patient and even-tempered in nature
• Having sense of humor in line with subject
  matter
• Exhibiting enthusiasm for subject, continuing to
  learn in that area along with students
• Showing no overt biases toward race or gender in
  treatment of students
• Trusts students to make good learning choices and
  provides opportunities for independent learning

4
Comparative Differences in Characteristics of
Effectiveness

• Effective Teachers of GT Learners
• Expertise in specific academic or talent area
• Self-directed in own learning, love for new,
  advanced learning
• Strong belief in individual differences and
  individualization
• Highly developed teaching skill and knowledge

• Effective Teachers of Regular Learners
• Mastery of content knowledge, enthusiasm for
  subject taught
• Self-directed in own learning, love for new,
  advanced learning
• Focus on development of learner, view learner as
  person
• Broad repertoire of instructional media,
  strategies

5
Comparative Differences in Characteristics of
Effectiveness

• Effective Teachers of GT Learners
• Not a sage on the stage, but a guide on the
  side
• Variable pacing of learning experiences
• Consistent, accurate feedback
• Recognition of importance of intellectual
  development in GT learners

• Effective Teachers of Regular Learners
• Facilitation of learning through applications and
  problem solving
• Use of equipment, materials in new, creative ways
• Expectation for order, purpose in classroom
• Commitment to hard work, effort as measure of
  student success

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Comparative Differences in Characteristics of
Effectiveness

• Effective Teachers of Gifted Learners
• Genuine interest in, liking of GT learners
• Equanimity, level-headedness, emotional stability
• Possess high degree of intelligence and
  intellectual honesty

• Effective Teachers of Regular Learners
• Show respect for students
• Are themselves with students, approachable
• Network and collaborate with other teachers, are
  sought out by colleagues for teaching advice

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Reflections on the Research

• What does this research on teacher effectiveness
  say to you about
• Professional development of your staff?
• GATE learner outcomes -- are they high enough?
  (we will come back to this in a few minutes)
• What you need to include in your strategic
  planning for gifted service provision in your
  school or district?

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Who the Gifted Learner is Has Become Clearer

• Focus on multiple expressions of giftedness
  (potential) and talent (performance)
• Development of program services to accommodate
  different potentials and different talents --no
  longer a single program or provision
• The importance of learning rate in ultimate
  retention is better understood
• Intellectually gifted and maths/science/foreign
  language talented students must work 2-3 times
  faster than regular class pace in order to
  retain accurately

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USOE Definition 1972 (Marland)
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Gagnés Differentiated Model ofGiftedness and
Talent
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Who the Gifted Learner is Has Become Clearer

• The gifted mind is more likely to be
  decontextualist in acquiring new learning than
  constructivist
• Effective learning is most likely to occur when
  the gifted learner is taught concepts,
  principles, generalizations, and works on issues
  or problems (but all this is supported with
  adequate access to facts, details, vocabulary,
  basic knowledge)
• Effective learning is most likely to occur when
  the concept is taught whole-to-part, rather than
  part-to-whole

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Matching Instructional Delivery with Area
Fast Pacing Math, science, foreign language Target teaching of gaps
In-depth learning Concept-based learning Science.History Humanities, language arts, social studies
Whole -to-part Math, science Literature, social studies
Elimination of drill and repetition Math, science, spelling, geography Literature, social studies
Self-instructional learning Math, spelling, geography Some areas of social studies
Reflection and analysis Science Humanities, language arts, social studies
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Reflections on the Research

• So what does this say to you about how teaching
  and instruction should be changed for gifted
  learners?
• Which of these strategies are your teachers
  already doing?
• Which of these strategies would you like to work
  toward in your longer term strategic planning for
  staff?

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What the Gifted Learner Should be Taught is
Clearer

• Content that is
• Abstract
• Complex
• Multidisciplinary
• Human issues-related
• Methodology-related
• Skills that are
• Higher Order
• Open-ended
• Proof Reasoning
• Problem-based, inquiry-based, guided
  discovery-based
• Group-produced (qualified)
• Allow for Freedom of Choice in Learning
• Strategies to improve retention (memory training)

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What the Gifted Learner Should be Taught is
Clearer

• The extras that must be included in their
  studies include
• The classics of literature
• The big ideas of philosophy
• The major principles of the arts (for all arts
  domains
• Visual arts
• Music
• Theatre
• Dance
• Creative Writing
• Graphic Design
• The big ideas of science and mathematics

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Matching Modified Curriculum with Area
Content Abstraction Literature, History, Humanities Science, Social Studies
Complexity Math, Science Literature, Social Studies
Multi-disciplinarity Science Literature, Humanities, Social studies
Study of People Social Studies, Science Literature, Humanities
Methods of Inquiry Science Humanities, social studies
Open-endedness Literature, Humanities Social Studies
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Matching Modified Curriculum with Area
Proof and Reasoning Science, Math Literature, Social Studies
Discovery Learning Science Social Studies, Humanities
Real World Problems Science, Math Literature, Social Studies, Humanities
Transformational Products Science Social Studies
The Classics Literature, Humanities Science, Art, Music, Theater
Memory Work Science History, Geography
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Matching Modified Curriculum with Area
Social Issues, Ethics Discussions Social Studies, Humanities Literature, Science
Problem-Based Tasks and Projects Science, Math Social Studies, Humanities
Service Learning Social Studies, Humanities, Science Literature
Planning, Research Organization, Test- taking Training Science, Math Social Studies, Humanities
Communication Skills Training Literature Social Studies. Science
Arts-Integration Criticism History, aesthetics
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How We Should Organize the Learning of Gifted
Learners is Clearer

• Gifted learners must be grouped for substantial
  blocks of time daily for learning and for
  socializing
• Self-contained gifted classrooms or schools
• Cluster Grouping
• Within Class Grouping
• Cross-Grading
• Vertical Grouping - Grade telescoping
• Pull out/send out programs
• Like-ability/performance Cooperative Grouping
• Academic teams and competitions
• Affective support groups
• Service learning and other group projects

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Grouping Research Options

• Grouping by ability
• Cluster grouping
• Special full-time schools/classes (school within
  a school)
• Send-out programs
• Like ability cooperative learning
• Grouping by Performance
• Cluster grouping
• Send-out programs
• Like performing cooperative learning
• Regrouping for advanced/honors/accelerated
  specific subjects
• Within class performance grouping (flexible
  grouping)
• Cross-graded classes

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Research on Instructional Management Grouping
Permutations

• Full-time ability grouping (ES .49,.33)
• Regrouping for specific instruction (ES .34,
  .79)
• Cluster grouping of GT students (ES .59, .44)
• Pull-out grouping (ES .45,.44,.32)
• Within class ability grouping (ES .34)
• Cross-graded classes (ES .45,.46)
• Mixed ability cooperative groups (ES 0)
• Like ability cooperative groups (ES.28)

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Matching for Ability Grouping

• Cognitive Functioning - is processing and
  achieving well above most others at grade level
• Learning Strengths - learns easily and well in
  most subjects at school
• Learning Preferences - prefers to work at fast
  pace, though not necessarily alone
• Personal Characteristics - academically
  motivated, comfortable with competition,
  self-accepting
• Interests/Attitudes - likes academic work even
  outside of school
• Books - reads widely and at advanced levels

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Matching for Performance Grouping

• Cognitive Functioning - is achieving well beyond
  others at current grade level
• Learning Strengths - learns quickly and easily in
  most academic areas
• Learning Preferences - prefers fast paced,
  challenging work, though not necessarily alone
• Personal Characteristics - is academically
  motivated, accepting of others, self-accepting,
  independent
• Interests/Attitudes - likes academic work even
  outside of school
• Books - reads widely and at advanced levels

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How We Should Organize the Learning of Gifted
Learners is Clearer

• Gifted learners will need to be accelerated in
  some form at some time in their school lives
• Grade-based Acceleration
• Vertical Grouping/Grade Telescoping
• Grade Skipping
• Early Admission to University
• Subject-Based Acceleration
• Multi-age or Composite Classes
• Dual Enrollment
• Advanced Placement/ International Baccalaureate
  programs
• Subject Acceleration
• Credit for Prior Learning, Testing Out

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Acceleration Research Options

• Grade-based Acceleration (shorten time in school)
• Grade skipping
• Grade telescoping
• Early admission to college
• Subject-based Acceleration (advanced exposure
  early)
• Early admission to school
• Concurrent/dual enrollment
• Advanced Placement/International Baccalaureate
  programs
• Mentorships/one-to-one tutoring
• Subject acceleration
• Credit by examination

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Research on Instructional Management
Acceleration Permutations

• Grade Skipping (ES .49, .31)
• Early Entrance to School (ES .49)
• Subject Acceleration (ES .57)
• Grade Telescoping (ES .40)
• Concurrent Enrollment (ES .22)
• Advanced Placement courses (ES .27)
• Early Admission to College (ES .30)
• Credit by Examination (ES .59)

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Matching for Acceleration Grade-Based

• Cognitive Functioning - needs to learn more in a
  year than 1 years curriculum in most subjects
• Learning Strengths - shows strengths in every
  academic area
• Learning Preferences - prefers to work alone and
  at own pace
• Personal Characteristics - is independent and
  persistent
• Interests/Attitudes - likes academic work, has
  wide-ranging interests
• Books - often reads books well beyond age and
  appropriately developmental level

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Matching for Acceleration Subject-Based

• Cognitive Functioning - is performing well above
  age peers in specific academic area or areas
• Learning Strengths - more than 2 grades ahead in
  specific area or areas
• Learning Preferences - enjoys variety of delivery
  methods and challenges in that specific area
• Personal Characteristics - is self-directed,
  independent, and motivated to learn
• Interests/Attitudes - strong passion in specific
  area(s) with little time to pursue this outside
  of school
• Books - reads extensively in specific passion area

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How We Should Organize the Learning of Gifted
Learners is Clearer

• Some individualization of the gifted learners
  program of studies will be necessary
• Compacting the Curriculum
• Independent Study, self-instructional materials
• Credit for Prior Learning
• Testing Out
• Mentorships, Tutorships

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Individualization Research Options

• Individualization
• Unique plan for individual child
• Education plan
• Compacting
• Mentorship/one-to-one tutoring
• Independent study
• On-line/distance learning
• Flexible progression through general K-12
  curriculum
• Non-graded classes
• Multi-grade classes
• Credit for prior learning
• Testing out
• On-line/distance learning

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Research on Instructional ManagementIndividualiz
ation

• Non-graded classrooms (ES .38)
• Multi-grade classrooms (ES .19)
• One-to-one mentoring/tutoring (ES .57)
• Compacting (ES .83,.26)
• Credit for prior learning (ES .56)
• Talent Development (LO)
• IEPs or ILPs (LO)
• Independent Study (ES 0)

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Matching for Compacted Curriculum

• Cognitive Functioning - is achieving at
  substantially higher level in some subjects than
  most classmates
• Learning Strengths - pre-assessment shows actual
  levels of mastery in subject or subjects
• Learning Preferences - willing to work alone or
  in small group on self-instructional tasks
• Personal Characteristics - motivated to learn,
  persistent, independent
• Interests/Attitudes - has high interest in area
  to be compacted, boredom with routine learning
• Books - reads deeply in specific area of strength

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Matching for Independent Learning

• Cognitive Functioning - is processing, achieving
  well beyond grade level in specific academic area
• Learning Strengths - strong in planning and
  organizational skills, as well as in specific
  subject
• Learning Preferences - enjoys variety of delivery
  methods and challenge
• Personal Characteristics - is self-directed,
  independent, motivated to learn
• Interests/Attitudes - strong specific interests,
  time to supplement learning outside of school
• Books - reads deeply in specific interest,
  strength

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So, What Does This Mean for Educational Leaders?

• Take ceilings and basements off curriculum
  outcomes
• Provide links among subject areas whenever a new
  concept is introduced
• Target teach for gaps in skills and knowledge,
  but spend less than 10 of your time on
  remediation
• Provide new content and skills daily in specific
  areas of talent for individual students (for the
  rest, additional challenge 1-2 times per week)

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So, What Does This Mean for Educational Leaders?

• Provide affective, individualized support for
  students for approximately 25 of your time with
  them
• Regroup students according to their current
  performance levels in each subject taught
• Keep the pace fast and non-repetitive, especially
  in math, science, and foreign language
• Find content experts for individual learners when
  they have outstripped your knowledge of a talent
  area

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So, What Does This Mean for Educational Leaders?

• Choose content and curriculum carefully with
  these two maxims in mind
• Would, Could, Should Questions (Passow)
• HOTS not MOTS

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Last Words

• Its a daunting task, being an educator, bearing
  the responsibility for shaping both academics and
  attitudes. Accountability, as defined in todays
  schools, often measures the easy stuff the math
  facts memorized, the commas placed correctly, the
  historical events sequenced. But the true measure
  of the educators teaching performance is not so
  readily determined. No computer-scanned bubble
  sheet measures how our students feel about
  learning or their biases toward self and others.
  These indexes, the true value of learning and
  education, elude detection and measurement,
  sometimes for yearsSo, the brave educators
  wishing to enhance both students self-concepts
  and their achievements must be content with not
  knowing the immediate or long-term impacts of
  their actions.
• Delisle, J.R. (1992). Guiding the social and
  emotional development of gifted youth. Pp. 49-50.
  New York Longman