Workshop on
“Giftedness:
Realizing the Potential”
27.4.2006 (Thur)
Maggie Gibson
INTENDED OUTCOMES
Work through aspects of “Giftedness:
Realising the Potential”
 Concept of giftedness
 Characteristics of gifted students
 Identification strategies
 Programming options
CONCEPT OF
GIFTEDNESS
What does
“gifted”
mean?
SPARTA 6th
century BC
Boys - those identified physically superior
attended military school
trained for combat
"defects" disposed of
CHINA - Tang Dynasty AD 618
Prodigies
- girls and boys
Differentiated learning for "gifted" :
Reading
memory
reasoning
sensitivity
JAPAN 17th Century
Commoners
loyalty
obedience
humility
diligence
Elite
Confucian classics
Martial Arts
history
composition
calligraphy
moral values
etiquette
GALTON 1869
INTELLIGENCE
keenness of one’s senses
vision
audition
reaction time
smell
touch
natural selection and hereditary
IDENTIFICATION
visual / auditory acuity
tactile sensitivity
reaction time
BINET and SIMON
1905
Commissioned to devise a test to identify children who did not
function as well in usual school setting to develop appropriate
intervention programmes.
Test focused on ability to:
pay attention
memory
judgement
reasoning
comprehension
Test score designated a Mental Age – top 1% GIFTED
Belief that children can grow in intelligence
LEWIS A. TERMAN
1916
“Godfather of gifted movement”
Americanised Binet / Simon test = Stanford Binet
Test
Used Chronological Age CA and Mental Age MA to
help determine Intelligence Quotient IQ ie
IQ = MA / CA
Top 1 % gifted
Concept of Giftedness
Pre 1940’s
Giftedness is the top one per cent of
general intellectual ability,
as measured
by
the Stanford–Binet intelligence scale
or
a comparable instrument.
•1957
•USSR
•First artificial satellite
•“Space race”
•Investigation into
science education
United States Office Of
Education (1972)
Gifted and talented children are those identified
by professionally qualified persons as
capable of high performance demonstrated by achievement
and/or potential ability in any of the following areas,
singly or in combination:
**General intellectual ability
**Specific academic aptitude
**Creative or productive thinking
**Leadership ability
**Visual and performing arts ability
**Psychomotor ability (manual dexterity & sport)
Gina Ginsberg
(1977)
a little earlier
a little faster
and probably
a little differently
from most other children
Pre 1980’s
Gifted identified as
successful, motivated individuals
showing exceptional ability /
aptitude in
a specific domain or combination
of domains.
Columbus Group
(1991)
Giftedness is asynchronous development
in which advanced cognitive abilities and
heightened intensity combine to create
inner experiences and awareness that are
qualitatively different from the norm.
This asynchrony increases with higher
intellectual capacity. This uniqueness of
the gifted renders them particularly
vulnerable.
Françoys GAGNÉ
2002
 Giftedness
* possession of natural
abilities or aptitudes at levels significantly
beyond what might be expected for one’s
age.
* outstanding potential rather
than outstanding performance.
 Talent
* achievement or performance
at a level significantly beyond what might be
expected at a given age.
TALENTS
Fields relevant to
school-age youth
GIFTEDNESS
Aptitude domains
INTELLECTUAL
ACADEMICS
(language, science,…)
CREATIVE
GAMES OF STRATEGY
(Clues, puzzles, video..)
SOCIOAFFECTIVE
DEVELOPMENTAL PROCESS
Learning - Training - Practising
SENSORIMOTOR
TECHNOLOGY
(Mechanics, computers..)
ARTS
( Visual, drama, music..)
SOCIAL ACTION
(Tutoring, school politics..)
OTHERS
(Extrasensory perception, gift of
healing…)
BUSINESS
(Sales, entrepreneurship..)
ATHLETICS & SPORTS
GIFTEDNESS
INTELLECTUAL DOMAIN
Outstanding potential and/or ability in areas that require mastery
of a set of formalised symbols, such as language, numbers or
both. Involves reasoning, memory making judgements…
IQ scores, achievement scores and academic scores reflect this
type of giftedness
CREATIVE DOMAIN
Outstanding potential or achievement in areas that require open,
original and uniquely productive thinking or action. It may be
demonstrated through visual or performing arts, in academic areas,
business, politics, or in the social arena. Involves inventiveness,
humor..
SOCIOAFFECTIVE DOMAIN
Outstanding potential and/or performance in the areas of social and
personal abilities. Involves leadership, empathy and self-awareness.
SENSORIMOTOR DOMAIN
Outstanding potential and/or performance in activities
requiring large-muscles, small-muscle, and hand-eye
coordination.
Involves strength, control, endurance and flexibility.
OTHER
Extrasensory perception, gift of healing……
IDENTIFICATION
PURPOSE OF IDENTIFICATION
Diagnose student’s level of functioning –
achievements, potential and level of giftedness
Determine student’s educational needs
Develop appropriate programmes
NOT LABELLING
SUBJECTIVE / INFORMAL /
QUALITATIVE MEASURES
Judgement based structured
observations.
Include
teacher, parent, peer, and self
nominations,
anecdotal records from previous
teachers and the child’s family,
checklists, surveys, work samples
Parent Nomination
 Most parents accurate in their assessment of their
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child’s ability
Provides valuable information from settings outside
school
May be unaware of their child’s potential in relation
to other children
Some under or over estimate their child’s ability
May be reluctant to identify their child’s advanced
ability because of concerns regarding the attitude
and perceptions of the school
Peer Nomination
 More limited information available from young
children but generally accurate
 Peers may nominate students who appear to
be underachieving
 May nominate friends
 May hide abilities because they are seeking
acceptance by the desired peer group
Self Nomination
 Usually accurate
 Requires supportive approach to gain
accurate information
 Best in an interview situation
 Some (particularly girls) will not self nominate
over concerns with possible peer rejection
 Interest inventories may provide useful
information
 Multiple Intelligence and learning styles
inventories may be useful
Teacher Nomination
 Sees student in a range of learning situations within
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the classroom and the wider school setting
Underachieving and unmotivated learners may be
missed
Dependent on the challenge and rigour of the
teaching and learning program
Misconceptions about giftedness can influence
teacher’s observations and conclusions
Personal beliefs and attitudes, expectations and
assumptions may influence observations
Accuracy of observation increased with teacher
awareness of characteristics of gifted students
SUBJECTIVE / INFORMAL /
QUALITATIVE MEASURES
OBJECTIVE / FORMAL
QUANTITATIVE MEASURES
Judgement based structured
observations.
Include
teacher, parent, peer, and self
nominations,
anecdotal records from previous
teachers and the child’s family,
checklists, surveys, work samples
Standardised tests of potential or
achievement.
Include IQ tests and other forms of
psychometric testing, standardised
performance tests, dynamic testing
and off level testing.
OBJECTIVE / FORMAL QUANTITATIVE
MEASURES
•Psychometric / IQ Tests,
WPPSI – III, WISC IV, Stanford Binet V
•Teacher Made Tests specific
Learning Area
•Off – level Tests
2-3 ahead of year level
•Dynamic Test
pretest-intervention-post test
•Aptitude Test
OLSAT
•Standardised Tests Uni
NSW Competitions, TORCH
May require trained personnel to
administer
Some pick up underachievers
 May be culturally exclusive or
exclude language disabled, ESL
students
Identify achievements in particular
area
Provide profiles of student strengths
and weaknesses
Generally reliable predictors of
academic success in school type tasks
Provide information on cognitive
functioning to assist in placement and
progression
CHARACTERISTICS
UNIVERSAL CHARACTERISTICS –
primary / secondary students
Ask probing, provocative questions
See and create patterns and relationships between
simple and complex concepts, concrete and abstract
Become passionately, deeply absorbed
Learn complex concepts quickly, easily
Reason beyond age peers
Retain large volume of information
Become frustrated with slow pace of work, when
things are predictable
Show preference for independent work
Advanced vocabulary
Good sense of humor
Alert and observant
Individualistic
Self – motivated, self-sufficient
Curious, wide range of interests
Task
Behaviours of gifted students in school setting
Characteristics
Alert and observant
Good sense of
humour
Comprehends,
recognises
relationships
High academic
achievement
Fluent, verbal facility
Individualistic,
challenges ideas
Self-motivated,
self-sufficient
Positive Behaviours
Negative Behaviours
Characteristics
Positive Behaviours
Negative Behaviours
Alert and observant
Recognises problems
Corrects adults
Good sense of
humour
Able to laugh at self
Plays tricks or makes
jokes at the expense of
others
Comprehends,
recognises
relationships
Able to solve social
problems alone
Interferes in affairs of
others
High academic
achievement
Does school work well
Brags, egotistical,
impatient with others
Fluent, verbal facility
Forceful with words,
leads peers in positive
ways
Leads others into
negative behaviours
Individualistic,
challenges ideas
Asserts self and ideas,
has own sense of
uniqueness
Has few friends, nonconforming, stubborn in
beliefs
Self-motivated,
self-sufficient
Requires minimum
direction or assistance
Is over-aggressive,
challenges authority
Characteristics
Positive Behaviour
Negative Behaviours
Learns rapidly and
easily
Memorises and
masters basic facts
quickly
Easily bored, resists
drill, disruptive
Reads intensively
Reads many books,
uses library on own
Neglects other
responsibilities
Advanced
vocabulary
Communicates ideas
well
Shows off, invokes
peer resentment
Retains a quantity
of information
Ready recall and
responses
Monopolises
discussions
Long attention
span
Sticks with a task or
project
Resists class routine,
dislikes interruption
Curious, has a
variety of interests
Asks questions, is
excited about ideas
Goes off on tangents,
little follow-through
Works
independently
Creates and invents
beyond set task
Reluctant to work
with others
Task
Gifted or
High Achiever?
High Achiever
Gifted
Knows the answer
Asks the questions
Is interested
Has good ideas
Works hard
Answers the questions
Listens with interest
Learns with ease
5-8 repetitions for mastery
Understands ideas
Completes assignments
Enjoys group work
Is receptive
Enjoys school
Absorbs information
Technician
High Achiever
Gifted
Knows the answer
Asks the questions
Is interested
Is highly curious
Has good ideas
Has outlandish ideas
Plays around, tests well
Works hard
Enjoys group work
Elaborates, discusses at length
Displays strong opinions,
feelings
Already knows
1-2 repetitions for mastery
Constructs abstractions
Initiates projects
Prefers adults, works alone
Is receptive
Is intense
Enjoys school
Enjoys learning
Manipulates information
Inventor
Answers the questions
Listens with interest
Learns with ease
5-8 repetitions for mastery
Understands ideas
Completes assignments
Absorbs information
Technician
PROGRAMMING
Levels of Thinking
Original BLOOM’S TAXONOMY
 Knowledge
}
}
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
LOTS
Nouns
HOTS
1956
Revised BLOOM’S TAXONOMY
Verbs
1990
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Remember
Understand
Apply
Analyse
Evaluate
Create
DIVERGENT
COMPLEX
SYNTHESIS (create)
EVALUATION (evaluate)
ANALYSIS (analyse)
APPLICATION (apply)
COMPREHENSION (understand)
KNOWLEDGE (remember)
SIMPLE
CONVERGENT
KNOWLEDGE (remember)
VERBS
Examples of question stems
Can the student call informationdates, events, places, ideas?
LIST
What did the
say about?
NAME
TELL
LOCATE
WRITE
FIND
RECOGNISE
WHO? WHEN? WHERE?
Who invented
?
When did ___discover____?
Which ___decided
?
COMPREHENSION (Understand)
VERBS
Can the student explain ideas or
concepts?
EXPLAIN
OUTLINE
RESTATE
TRANSLATE
DESCRIBE
INTERPRET
SUMMARISE
PARAPHRASE
Examples of question stems
Who do you think
?
What was the main idea
?
Can you briefly outline
?
What does
show us?
APPLICATION (apply)
VERBS
Can the student use the new
information in another familiar
situation?
SHOW
USE
ILLUSTRATE
CALCULATE
CONSTRUCT
COMPLETE
CLASSIFY
SOLVE
IMPLEMENT
CARRY OUT
Examples of question stems
How could you illustrate
?
What questions would you ask
?
How could you model
?
Which factors would you change
?
ANALYSIS (analyse)
VERBS
Can the student differentiate
between constituent parts, see
patterns, organise parts?
EXAMINE
COMPARE
CONTRAST
CATEGORISE
SEPARATE
DISTINGUISH
ORDER
INFER
Examples of question stems
How is
similar to____?
What must you know for
to be true?
What was the underlying theme of
?
How did
compare with
?
EVALUATION (evaluate)
VERBS
Can the student justify a decision or
course of action, recognise
subjectivity?
JUDGE
SELECT
CHOOSE
DECIDE
JUSTIFY
DEBATE
RECOMMEND
ARGUE
ASSESS
Examples of question stems
How effective is
?
Do you believe
Why or why not
?
?
What do you think about
Justify your position.
?
What changes to
would you recommend?
SYNTHESIS (create)
VERBS
Can the student generate new
products, ideas or ways of viewing
things?
CREATE
INVENT
COMPOSE
DESIGN
IMAGINE
IMPROVE
PREDICT
PROPOSE
WHAT IF..?
REWRITE
Examples of question stems
What would happen if
?
Can you design a
to
?
How many ways can you
?
Can you see a possible solution to
?
Knowledge (remember)
Factual Knowledge
Comprehension (understand)
Concept Knowledge
Application (apply)
Procedural Knowledge
Analysis (analyse)
}
Evaluation (evaluate)
Synthesis (create)
What do I think about this?
What questions should I be asking
myself?
Am I asking myself enough
questions? ……………………..
Knowledge (remember)
}
}
Comprehension (understand)
Application (apply)
Analysis (analyse)
Evaluation (evaluate)
Synthesis (create)
Basics,
Foundations
Consumers
Manipulation
Perspective
Opinion
Moving on
Relationship
Relationship
1.View a series of art
works from the 1800’s
to the 2000’s that
depict the human
form. What are the
similarities &
differences?
ANALYSIS
(of elements)
2.Most models are
considered to be about
10% below normal
weight range. Debate
whether the promotion
of these media images
is healthy.
EVALUATION
(making a
judgement)
3.Predict what might
happen if all people
were required to look
as similar as
possible?
SYNTHESIS
(making predictions)
4.Select the artwork
(activity 1) you
consider to be the
best. Describe why.
What criteria are you
using?
5.Use a dictionary to
record the meaning of
the word “beauty.”
Use a thesaurus to
find synonyms and
antonyms of the word
“beauty”
EVALUATION
(applying criteria)
KNOWLEDGE
(of definitions)
6.What do you
understand by the
saying “Beauty is in
the eye of the
beholder”?
COMPREHENSION
(of non-literal
statements)
7.From the definitions
8.Describe the models 9.Research why some
of beauty in activity 5, featured in popular teen
flowers are
provide examples from
magazines. What
“attractive” to
your own experience
commonalities are
animals and insects?
that illustrate the
there? Why are groups Prepare a two minute
in society over –
oral presentation
definition.
represented or undersummarising your
represented?
findings.
APPLICATION
(providing
examples)
ANALYSIS
(of relationships)
COMPREHENSION
(of explanations)
10.Create a symbol or
icon that encapsulates
the meaning of
beauty.
SYNTHESIS
(conveying ideas
& feelings)
11.Brainstorm a list of
people who are (or have
been) considered
beautiful.
12.Write an
application for a job
as a model (male or
female) for a teen
magazine.
KNOWLEDGE
(of facts)
APPLICATION
(extrapolation)
DIVERGENT
COMPLEX
3
10
4
2
EVALUATION
8
1
ANALYSIS
12
7
6
9
SIMPLE
CONVERGENT
SYNTHESIS
5
11
APPLICATION
COMPREHENSION
KNOWLEDGE
Bloom’s Application
EXAMPLES
KNOWLEDGE /
COMPREHENSION
Make a list of and
explain the main
events of the story.
APPLICATION
Construct a diorama
(3D scene) to show
the setting of the
story.
SYNTHESIS
Identify an important
decision in the story.
Rewrite a part of the book
to show what might have
happened if a different
decision was made.
SYNTHESIS
Design a new dust
jacket for the book.
ANALYSIS
Create a story web
or Mindmap on
paper or computer
(try Inspiration)
KNOWLEDGE /
COMPREHENSION
Draw the main events in
order.
APPLICATION
Make a travel
brochure about
places in the story.
EVALUATION
Write and present
an advertisement
about your book.
SYNTHESIS
Pretend that you are one
of the characters and write
a letter to another
character.
Knowledge
(a)
(b)
10 points
Comprehension
List issues / concerns the Kaurna people had about the
arrival and settlement of the Europeans.
(b) List 5 issues / concerns the Europeans had once they
arrived in the colony of S.A.
Explain why the Europeans decided to migrate to S.A. (Present
at least 3 reasons).
3 points
Application
8 points
Analysis
Sketch a view of life in the 1830/40’s in Adelaide. Highlight
clothing, transport, buildings, lobs, different groups of
people…
Use the Venn Diagram to compare and contrast your daily life
with that of a child who came to S.A. in the 1830/40’s.
8 points
Evaluation
12 points
Synthesis
20 points
The “Free Emigration” poster said, “the ship’s accommodation
are unusually spacious “and lofty… with comfort for all
passengers.” What does this mean? Use the article, “Sailing to
S.A.” to help present your point of view.
Imagine you are the captain of a ship with 100 settlers. You
decide to settle on an island where there are only 50 native
people. Create 5 laws that you would make to ensure the native
people and your settlers live in peace and harmony.
OUR PLACE IN SPACE
Remember
Use at least 2 of the following sites as well as
your own resources to compile a list of 20
facts about our universe.
OR
Complete the “Planets Facts” sheet. Use excel
or graphs to show differences between some
features of these planets.
Understand
Develop a Travel Diary to explain what an astronaut would see and
experience if he/she travelled past 10 features of our universe.
OR
Develop a glossary that explains and illustrates 10 features of our
universe.
OR
Design a computer game or website that would teach the player / viewer
facts about our universe.
OR
Carry out research on Black Holes to prepare and present an oral
presentation for your peers.
OR
What is a galaxy, how is it formed, where it is found…..? What is so special
about the Milky Way?
 APPLY
 Complete the following work sheets to prepare and
present a practical demonstration for your peers.:
“Light and Lighter” and “Planet Facts”.
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OR
Complete the “Night Sky” work sheet.
OR
Create a timeline to show how the universe has
developed over time
 ANALYSE
 Complete the “Taking Pictures in Space ” work sheet. Present
your picture with an explanation of the process you used to get
this final product.

 OR
 Use a Venn Diagram to compare and contrast
attributes/properties/features of Earth with 2 other planets in our
Solar System.

 OR
 Complete the “Tides” work sheet. Use the information from this
sheet to explain the consequences if the tide didn’t happen.

 You are the leader of a scientific team going to carry out
investigations on Mercury. Which of the following items would /
wouldn’t you take with you to help carry out your work, to relax
and survive for the next 3 months? You may wish to use the
following table to record you point of view:
Item
Matches
Air bed
Tent
Water
Spade
30m length of
rope
Lap top
Microscope
Frozen food
Scooter
Hair dryer
Sun tan lotion
Wall clock
Radio
Why I would take this
Why I wouldn’t take this
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EVALUATE
Complete the “Technology and Space” work sheet. Use the information to
present arguments for and against their value / benefits to humans.
OR
Use diagrams and labels to explain what an eclipse is. Explain why some
people, just like primitive people from the past, are still afraid of an eclipse.
OR
(a) Research and explain what the Big Splash is about. (b) Interview at least 4
adults to determine whether people believe this theory, explaining why / why not.
OR
How does spending billions of dollars on Space exploration benefit the global
community? Present arguments for and against this spending.
 CREATE
 Select and investigate a gaseous planet from our solar system.
Use this information to design a space pod that would allow a
NASA team to carry out experiments on that planet. Your design
must include labels and explanations to highlight aspects of your
design.

 OR
 Produce a Travel Brochure advertising a holiday at the Saturn
Hilton or Venus Hilton. Elaborate on what you would see, what
you would do for sport and relaxation, how you would get there,
how much it would cost… Use travel brochures from a travel
agent to develop a checklist of features your brochure must
include.
 KNOWLEDGE
 Provide 5 examples of polygons and 5
examples of polyhedra
 Find examples o the following polyhedra
in daily life……..
 COMPREHENSION
 Explain where the names for polygons and
polyhedra come from?
 Provide explanations for polygons and
polyhedra
 Use resource 36.S.97 to construct the irregular
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polyhedra.
Create a flow chart for the following polyhedra:cube, square prism, tetrahedron, octahedron and
icosahedron.
Sort the following objects into polyhedra or
polygons………..
Use Euler’s Rule to show the relationship
between features of polyhedra. Provide 4
examples
Use the isometric graph paper to draw 2 simple
polyhedra and 2 complex polyhedra
 ANALYSIS
 What are the similarities and differences between: - the
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Great Pyramid of Giza, the Great Cheops, Khephren,
Mykerenos and Quetzalcoatl?
What is an Acoustic Chamber? What polyhedra are
commonly used in one, why?
What is the importance of angles in the construction of
polyhedra? Provide examples where appropriate.
What is the relationship between polygons and polyhedra?
Polyhedra are found in the world of molecules. Which
polyhedra do you find in Methane? What other polyhedra
do we find in other molecules?
Which is the most common polyhedra found in the built
environment? Why is this so? Provide examples.
 SYNTHESIS
 Polyhedra are often used in modern art/
sculptures. For example: - “Cubi” series
by David Smith. Create and present either
a drawing or sculpture that uses
polyhedra.
 Create a challenging fitness course for a
gymnast using a range of polyhedra.
Explain why you selected these polyhedra
and how they would benefit the gymnast
Activity
 Brainstorm all the possible causes for a tooth
falling out.
 Categorise your ideas
 Fill in the Fishbone
 Over which causes do we as human have
some control?
 EVALUATION
 Which is the more rigid – square prism or
triangular prism? Present reasons for your
decision.
Application- Your school
 Class topics / themes / concepts students
have worked on or will be working on……
 How could you use the Fishbone?
 What is the relationship with the Fishbone
and Bloom’s Taxonomy?
Is size important to the design?
Could it be smaller, larger,
wider….?
Does the choice of colour make a
difference?
Could it have been darker, lighter?
What is it used for?
Could it have other uses?
What is it made out of?
Is the choice in materials important
to the design and function?
Could other materials been used?
List the individual parts. What are
these parts for? How important
are they to the whole design?
Is shape important to this design?
Could other shapes been used?
Why, why not?
TASK
Design Brief
Context Statement: You have been asked by a computer furniture
company to design a new chair that can be packed up and carried away
by the owner. It should include facilities to store the owner’s disks and
CD’s. Ideally, it should be lightweight or be able to be pulled along to
protect the owner’s back, and be sufficiently attractive to encourage
the public to buy it.
Task: use the BAR Key and SCUMPS to come up with your new design.
Draw a picture/ diagram to show what it looks like and label all parts.
Restrictions: You have 15 min to complete your draft. You must
clearly show what has been made BIGGER, ADDED TO, and REPLACED
from the original design, and its SIZE, COLOUR, the various PARTS of
the design , what MATERIALS will be used for the various parts and the
overall ergonomic SHAPE
Evaluation: Share your design with your group, explaining its design.
Your group will evaluate your design using PMI.
SCUMPS
S
C
U
M
P
S
Size
Why this size?
Colour
Why this colour?
Uses
What are its uses?
Materials
Why these materials?
Parts
Why these parts?
Shape
Why this shape?
Langrehr, J, 1994
Application- Your school
 How could you use SCUMPS?
 What is the relationship with SCUMPS and
Bloom’s Taxonomy?
CONSIDERATIONS
 What are your Intended Outcomes?
 How will these strategies hence students’
thinking so that they are more critical,
analytical and creative?
 Use the strategies to support your teaching
and learning activities.