TEA4104 Lecture 9

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TEA4104 Lecture 9

• Giftedness

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Objectives lecture 9

• Define and identify giftedness and talent in
  young children
• Relate characteristics of children with gifts to
  differentiated curriculum and pedagogy
• Define issues for families,staff in guiding child
  with gifts effectively

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Defining Forms of Giftedness

• Advanced cognitive capacity
• Accelerated multiple capacities
• Rapid information processing
• Creativity and problem solving

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Porters Broad Definition

• Gifted young children.are those who have the
  capacity to learn at a pace and level of
  complexity that is significantly advanced of
  their age peer in any domain or domains that are
  valued and promoted by their sociocultural
  group(Porter,1999)

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Defining Talent in Children

• Performances that are qualitatively or
  quantitatively exceptional compared with age
  mates ( Porter, 1999)
• Specific ability
• Expression of a gift

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Cultural Variations in Concept

• Indigenous Australian view on healing, lore,
  music, tracking excellence
• Maori view on spiritual, aesthetic and creative
  excellence
• Multidimensional

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Valid Reliable Assessment

• IQ tests (IQ over 130) - concerns re validity,
  reliability, narrowness, culture
• Criterion referenced measures - concerns about
  narrowness, cultural issues
• Observation and portfolios - richer data but may
  be insufficient to obtain services
• Tendency to UNDERestimate capacity

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Renzullis Three Ring Model

• Three interlocking inherent traits ( shown as
  overlapping circles) constitute giftedness
• Above average ability
• Task commitment
• Creativity
• Criticised as overlooking context influence e.g.
  underachieving gifted children

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Gagnes Differentiated Model

• Giftedness as potential and talent as the
  expression of this potential.
• Motivation as a core personal influence
• Environmental catalysts (e.g. mentors,
  activities, events, awards, surroundings)
• Range of gifts (aptitudes) - creative, socio-
  affective,perceptual motor, intellectual.

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Recognising Gifts / Talent

• Wide knowledge, rapid memory
• Metacognitive abilities
• Focussed, flexible,open learning style
• Early, sophisticated language
• Early motor development (some variation)
• Empathy and social leadership

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Potential Areas of Concern

• Emotional sensitivity and fears
• Perfectionism and frustration
• Uneven development
• Behavioural non-conformity
• Underachievement
• Hostility in education system

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Underachievement

• Reasons- low self esteem, peer pressure, poor
  self-regulation, gender restrictions,
  unstimulating environment.
• Inconsistent application or effort focussed on
  extra-curricular rather than school
• Avoidance behaviours ( e.g. argue)
• Poor organisation

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Gifted Children with Challenges

• May have learning difficulties( e.g. literacy,
  numeracy) as well as gifts
• May have social-emotional issues such as AD/HD or
  ASD as well as gifts
• May have motor or sensory challenge as well as
  gifts

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Educational Opportunities

• COMMUNITY/ FAMILY
• Extra curricular activities e.g. music
• Use of community facilities e.g. library
• Mentors
• Excursions

• CENTRE/SCHOOL
• Open ended multi level experiences
• Enrichment opportunities
• Interest groups, supplementary materials

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Program Differentiation

• Acceleration -. move through content at faster
  pace (suits only some children)
• Extension -.investigate area of interest at more
  depth (suits most children)
• Enrichment- add breadth to curriculum in range of
  areas ( most generally suitable)

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Acceleration of Progress

• Concern about social effect i.e. older peers
• Need for care with uneven development e.g. poor
  fine motor
• Grade acceleration, vertical grouping, ability
  grouping

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Extension of Interest Areas

• Flexible timetabling and contracts ( school aged
  children)
• Mentorship programs
• Resource based learning experiences
• Interest groups

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Enrichment of Experience

• Open-ended, creative and problem centred
• Projects/excursions
• Mind-map/web
• Range of learning styles
• Integrated content

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Learning Environment

• Flexibility in time allottment i.e. some faster,
  longer time span for projects
• Supplementary resources e.g. reference
  materials,community member visitors
• Using teachable moments
• Ability groupings /multi-age grouping

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Teaching Approaches

• Emphasise higher order thinking e.g. analysis,
  evaluation, problem solving
• Emphasise creativity and divergent thinking and
  intellectual risk-taking
• High degree of variety and complexity
• Less repetition, faster pace
• Pursue own interests

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Social-Emotional Supports

• Teach considerate behaviours and tact in
  demonstrating leadership
• Locate intellectual peers
• Teach group entry strategies
• Use cooperative learning strategies
• Care in supporting child self esteem

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Tools for Educators

• Blooms taxonomy of objectives
• De Bono Six Thinking Hats or CoRT
• Multiple Intelligences (Wood)
• Creative Problem Solving (Dalton)
• Thinkers Keys
• Tracks -Pathways for Gifted Children

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Issues for Families

• Negative effect of labelling
• Avoidance of pressure
• Sibling relationships
• Appropriate extra-curricular activities
• Parent support

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Support Information

• Queensland Association for Gifted and Talented
  Children. http//www.qagtc.org.au
• Australian Early Childhood Association
  literature- AJEC and RIPS booklet
• Porter(1999) Gifted Young Children
• DECS (1996) Understanding Giftedness