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@unsw.edu.au
Teacher Effectiveness is Becoming Better
Understood
• We now believe gifted students are more likely to
appreciate a teacher’s 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
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
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
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
Comparative Differences in
Characteristics of “Effectiveness”
• Effective Teachers of
Gifted Learners
– Genuine interest in, liking
of GT learners
– Equanimity, levelheadedness, 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
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?
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
USOE Definition 1972 (Marland)
Visual
Performing Arts
Leadership
Creativity
Specific
Academic
Intellectual
Gagné’s Differentiated Model of
Giftedness and Talent
GIFTEDNESS (G)
CATALYSTS
= top 10%
NATURAL
ABILITIES (NAT)
DOMAINS (G)
(Examples of sub-domains)
TALENT (T)
= top 10%
INTRAPERSONAL (I)
PHYSICAL / MENTAL CHARACTERISTICS
(Appearance, handicaps, health)
(Temperament, personality traits, well-being)
SYSTEMATICALLY
DEVELOPED COMPETENCIES
(SYSDEV)
FIELDS (T)
(Examples relevant
INTELLECTUAL (Gi)
General intelligence (g factor)
Fluid, crystallized reasoning
Verbal, numerical, spatial
Memory, sense of observation
CREATIVE (Gc)
Inventiveness (problem-solving)
Imagination, originality (arts),
retrieval fluency
SOCIAL (Gs)
Communications (tact,
perceptiveness, eloquence)
Influence (leadership,
persuasion)
PHYSICAL (Gp)
Sensory (visual,auditory.
affective, etc.)
Motor (power, endurance,
balance, coordination, etc.)
SELF-MANAGEMENT (Maturity)
AWARENESS OF SELF / OTHERS
(Strengths & weaknesses, emotions)
ACADEMICS (language,
science, humanities, etc.)
MOTIVATION/VOLITION
(Needs, interests, passions, values)
(Resource allocation, adaptive strategies, effort)
Positive/
negative
impacts
ARTS (visual, drama, music,
etc.)
DEVELOPMENT PROCESS (D)
Informal / formal learning & practicing
Positive/
negative
impacts
ENVIRONMENTAL (E)
MILEAU (physical, cultural, social, familial, etc .)
PERSONS (parents, teachers, peers, mentors, etc.)
CHANCE (C)
to school-age youths)
PROVISIONS (programs, activities, services, etc .)
EVENTS (encounters, awards, accidents, etc.)
BUSINESS (sales,
entrepreneurship,
management, etc.)
LEISURE (chess, video games,
puzzles, etc.)
SOCIAL ACTION (media,
public office, etc.)
SPORTS (individual & team)
TECHNOLOGY (trades & crafts,
electronics, computers, etc.)
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
Matching Instructional Delivery with Area
Fast Pacing
Math, science, foreign
language
Target teaching of gaps
In-depth learning
Science.History
Concept-based learning
Humanities, language
arts, social studies
Whole -to-part
Literature, social
studies
Math, science
Elimination of drill and Math, science, spelling, Literature, social
repetition
geography
studies
Self-instructional
learning
Math, spelling,
geography
Reflection and analysis Science
Some areas of social
studies
Humanities, language
arts, social studies
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?
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)
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
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
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
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, Testtaking Training
Science, Math
Social Studies,
Humanities
Communication
Skills Training
Literature
Social Studies.
Science
Arts-Integration
Criticism
History, aesthetics
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
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
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)
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
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
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
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
Research on Instructional Management:
Acceleration Permutations
•
•
•
•
•
•
•
•
Grade Skipping
Early Entrance to School
Subject Acceleration
Grade Telescoping
Concurrent Enrollment
Advanced Placement courses
Early Admission to College
Credit by Examination
(ES= .49, .31)
(ES= .49)
(ES= .57)
(ES= .40)
(ES= .22)
(ES= .27)
(ES= .30)
(ES= .59)
Matching for Acceleration: Grade-Based
• Cognitive Functioning - needs to learn more in a year than 1
year’s 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
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
How We Should Organize the
Learning of Gifted Learners is
Clearer
• Some individualization of the gifted learner’s program
of studies will be necessary
–
–
–
–
–
Compacting the Curriculum
Independent Study, self-instructional materials
Credit for Prior Learning
Testing Out
Mentorships, Tutorships
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
Research on Instructional Management:
Individualization
•
•
•
•
•
•
•
•
Non-graded classrooms
Multi-grade classrooms
One-to-one mentoring/tutoring
Compacting
Credit for prior learning
Talent Development
IEPs or ILPs
Independent Study
(ES= .38)
(ES= .19)
(ES= .57)
(ES= .83,.26)
(ES= .56)
(LO)
(LO)
(ES= 0)
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
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
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)
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
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
Last Words
It’s a daunting task, being an educator, bearing the responsibility for
shaping both academics and attitudes. Accountability, as
defined in today’s schools, often measures the easy stuff: the
math facts memorized, the commas placed correctly, the
historical events sequenced. But the true measure of the
educator’s 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 years…So, the
brave educators wishing to enhance both students’ selfconcepts 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]