Chapter 9 Children Who Have Gifts and Talents • Recent international comparisons indicate that U.S. students are weaker in math skills. • The performance of our best students ranged from unremarkable to inadequate when matched with the best from around the world. • These findings suggest that our present educational efforts on the behalf of students with gifts and talents are inadequate to meet the demands of a complex, information-based world. Copyright © Cengage Learning. All rights reserved. 9|2 Federal Definition of Gifted Children and youth with outstanding talent perform, or show the potential for performing, at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor. Ross, P.(Ed.). (1993). National Excellence. Washington, DC: U.S. Department of Education. Copyright © Cengage Learning. All rights reserved. 9|3 • http://www.youtube.com/watch?v=axTEUY7g6A&feature=related Copyright © Cengage Learning. All rights reserved. 9|4 Historical Overview • Culture defines giftedness: Exceptionality is often defined in terms of individual ability and societal needs. Each culture defines giftedness in its own image. In our culture and in this text, giftedness refers to people with advanced intellectual abilities. • Stanford Binet IQ test defines giftedness: • A high score (130 to 140 or more, approximately 1 to 3 percent of the population) was considered indicative of giftedness. Superior performance on an intelligence measure indicated early rapid development. Copyright © Cengage Learning. All rights reserved. 9|5 • It was not what students with gifts were able to do but when, developmentally, they were doing it that set them apart from their age peers. IQ scores are not fixed over time. • Over time, the belief developed that IQ scores are not fixed for an individual but can be improved with education and experience. The definition has broadened to include more considerations and abilities than those directly related to schoolwork. Copyright © Cengage Learning. All rights reserved. 9|6 • Other scholars (Gardner, 1985; Getzels, 1978; Siegler, 1986; Steinberg, 1991) have suggested that giftedness is best defined within the framework of problem finding and problem solving—the ability to take an ill-structured problem, organize it so that the issue is clear, and then determine one or more meaningful solutions. Copyright © Cengage Learning. All rights reserved. 9|7 Multiple intelligences • The recent work of Howard Gardner has challenged our traditional view of giftedness as one overriding mental ability by suggesting that intelligence is a series of special abilities. • He has proposed a list of nine distinct and separate abilities called multiple intelligences that need specific educational attention: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Existential is another ability that is often included, but it is unconfirmed. Copyright © Cengage Learning. All rights reserved. 9|8 Multiple intelligences • http://www.youtube.com/watch?v=l2QtSbP4FRg • http://www.edutopia.org/mi-quiz Copyright © Cengage Learning. All rights reserved. 9|9 Gardner’s Multiple Intelligences • • • • • • • • • Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Bodily-kinesthetic intelligence Musical intelligence Interpersonal intelligence Intra-personal intelligence Naturalist intelligence Existential* * unconfirmed Copyright © Cengage Learning. All rights reserved. 9 | 10 Gardner’s Multiple Intelligences • • • • • • • • • Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Bodily-kinesthetic intelligence Musical intelligence Interpersonal intelligence Intra-personal intelligence Naturalist intelligence Existential* * unconfirmed Copyright © Cengage Learning. All rights reserved. 9 | 11 Studies of Students with Gifts • Terman (1984): He showed gifted individuals to be above average in physical, educational, and mental health and in psychosocial characteristics. As adults, they maintained a broad range of interests, successfully pursued professional careers, and presented stable home lives. • Results: here was some evidence that men in the “very high IQ” group had accomplished more than men in the “high IQ” group. Still, many of the men in the lower group were successful, if not eminent. • Feldman also found a difference between the women in the two groups. Those with IQ scores—around 180— tended to have full-time careers; those in the lower group tended to be homemakers. • Study Copyright © Cengage Learning. All rights reserved. 9 | 12 • Despite the difference he found between the groups, Feldman concluded that genius is not solely a function of intelligence but rather reflects a combination of intelligence, personality, motivation, and environmental variable • Speyer School: A follow-up study of Speyer School graduates echoed Terman’s work, with the exception of more women combining career and family. A more recent study of graduates of the special elementary school at Hunter College in New York showed similar results (Subotnik, Kassan, Summers, & Wasser, 1993). On average, children who are identified as having gifts grow up to become well-adjusted adults, successful in their chosen careers Hunter School Copyright © Cengage Learning. All rights reserved. 9 | 13 Creativity • Beghetto (2008) defined creativity as the ability to generate ideas, products, or solutions that are considered novel and useful for a given problem, situation, or context. The recognition is growing that creativity is not so much a personal characteristic as it is a process that involves both thinking and personality. • Treffinger, Young, Shelby, and Sheperdson (2002) discuss the four different dimensions of the creative process: generating ideas, digging deeper into ideas, courage to explore ideas, and listening to one’s inner voice. • Creativity can be seen as an interaction among persons, products, and the environment and must be stimulated. Copyright © Cengage Learning. All rights reserved. 9 | 14 Components of Creativity Personality Open to experience Persistent High motivation Risk taking Cognitive Abilities Divergent thinking Interaction Productivity Synthesis Evaluation, etc. Environment Family Peers, School, Society, etc. Copyright © Cengage Learning. All rights reserved. 9 | 15 Factors that Contribute to Giftedness and Talents • Heredity and Environment: Francis Galton, in a study of outstanding Englishmen, concluded that extraordinary ability ran in families and was genetic in origin. • Research on twins and on adopted children and their biological parents supports a hereditary component in giftedness. • Although genetic predisposition or inherited ability may be a crucial part of a child’s giftedness, it is by no means sufficient to ensure the realization of potential. There appears to be a complex interaction between heredity and environment. The strong influence of parents and teachers on talent development is supported by numerous studies. Copyright © Cengage Learning. All rights reserved. 9 | 16 • Gender. Gender differences in achievement for gifted students appear to center on differential expectations from society and differences in self-perception that limit girls’ intellectual performance. • Social and Emotional Development. Conflicting views have been expressed regarding the social and emotional adjustment of gifted students. One view suggests that gifted students are more at risk for adjustment problems, while the other suggests that gifted students are better adjusted. Copyright © Cengage Learning. All rights reserved. 9 | 17 • Silverman (2002) discusses the special problem of asynchronization of development of students with gifts; for example, some may be 14 years old cognitively but only 8 years old physically and socially. This asynchronization causes problems both for those students and for the adults around them who are not aware of this atypical development. Perfectionism is another characteristic that may to be a part of the emotional and social lives of some students with gifts and talents. This is the combination of thoughts and behaviors associated with high standards or high expectations for one’s own performance. Copyright © Cengage Learning. All rights reserved. 9 | 18 • Perfectionist students can have a depressive reaction if they receive a 95 on a paper instead of the usual 100. In such instances, it is important for teachers and others to point out to the student that great accomplishments usually are accompanied by failure in some part of the process. • Also, Webb et al. (2007) point to intensity, perfectionism, and stress as issues that that many students who have gifts and talents are trying to cope with. Although, suicide is the third most prevalent cause of death in teenagers (American Association of Suicidology, 2004), studies have not shown that the rates are no higher for students with gifts and talents. © Copyright © Cengage Learning. All rights reserved. 9 | 19 • Despite the positive picture presented by research, gifted individuals face several difficulties as a result of their exceptionality. • Gifted individuals have a heightened level of sensitivity to intellectual, sensual, imaginative, psychomotor, and emotional stimuli. • They often have to struggle with inappropriate or exaggerated expectations placed on them by others. • Boredom is a too frequent occurrence in gifted children’s educational careers. Copyright © Cengage Learning. All rights reserved. 9 | 20 • Studies show that teachers do not always recognize the students in their classrooms with gifts and talents. Specific identification (subjective and objective methods of evaluation )techniques are needed to ensure that these students are given access to the special educational services needed to meet their special needs. • Project U-Stars (Using Science Talents and Abilities to Recognize Students) capitalizes on the teachers’ knowledge of their students to help identify young children with outstanding potential (Coleman, 2003). The U-Stars approach relies on three key elements: (1) teachers who know what to look for (how to recognize potential), (2) teachers who know how to structure their classrooms so that children will be engaged, and (3) teachers who know how to provide a psychologically safe environment in which students can show their best abilities. Copyright © Cengage Learning. All rights reserved. 9 | 21 • Data from group intelligence tests can serve as a starting point for identification, but they have limitations such as not being as reliable as individual intelligence tests and not measuring creativity. Tests of creativity are based on elements of the creative process: fluency, flexibility, and originality. • Talent in the visual and performing arts is typically assessed through an adjudication process using a single performance or a body of student’s work over time. Copyright © Cengage Learning. All rights reserved. 9 | 22 • Some gifted individuals never perform to the full extent of their ability. A negative self-concept, low self-esteem, expectations of failure, and an external locus of control (Individuals with a high internal locus of control believe that events result primarily from their own behavior and actions. Those with a low internal locus of control believe that powerful others, fate, or chance primarily determine events) seem to be common traits of gifted underachievers. • These students do not often come to the attention of special educators because, although they don’t fail, they also don’t excel. Copyright © Cengage Learning. All rights reserved. 9 | 23 • Programs that stress acceptance of the individual, acceptance on the part of parents and the child that a change is needed, and the child’s willingness to take responsibility have shown student improvement. Copyright © Cengage Learning. All rights reserved. 9 | 24 Culturally Diverse Students with Gifts and Talents • Individuals with gifts and talents can be identified from all subcultures. Because these subcultures value and reward different behaviors, these students display their gifts in ways that are atypical of the mainstream. • Several authors suggest methods to encourage and create more favorable conditions for culturally diverse students. Kitano (2007) specifically urges “universal access to high-quality early childhood programs for those who face extreme poverty in the first four years of life.” • Such programs would include a multicultural curriculum, early literacy development, and support for creative thinking, as well as health and social services. Copyright © Cengage Learning. All rights reserved. 9 | 25 • Van Tassel-Baska (2004) has summarized the need for special curriculum units for low-income students with gifts and talents who are shown to be different from more advantaged students with gifts because of their lesser interest in reading and abstract ideas and in long-term academic performance and their greater interest in social acceptance. • Van Tassel-Baska proposed curricula that place emphasis on openness to experience and that allow creativity and fluency in thinking, opportunity to express ideas through the arts rather than verbally, preference for hands-on applications, and preference for oral expression. Copyright © Cengage Learning. All rights reserved. 9 | 26 • The problem-based learning (PBL) approach has been shown to be effective with low-income populations with gifts and talents. • Strategies used to identify culturally different students include the use of student profiles and case studies, multiple identification procedures, and student portfolios. • Peer referral can also be used to identify minority students with gifts. Close family ties, a structured home life, and recognition by the educational system of the student’s cultural heritage enhance the chances of the student fulfilling her or his potential. Copyright © Cengage Learning. All rights reserved. 9 | 27 Twice Exceptional • Gifted and Talented with a disability – Learning Disabilities – Asperger’s Syndrome • Students with disabilities may have gifts and talents. These twice exceptional children are difficult to identify because their disability masks their giftedness. • These students, compared to other students with learning disabilities, employ more constructive coping strategies (problem-solving plans) to deal with the demand of their educational environment. • , and gifted education; more effectively Copyright © Cengage Learning. All rights reserved. 9 | 28 • Another condition in which giftedness and another exceptionality may be mixed is Asperger’s syndrome. High intelligence, which is often evident in these students, takes on a special flavor because they can be encyclopedic in their knowledge but very poor in social relationships. • Their theory of mind function (the ability to perceive the intentions and thoughts of others) remains a serious problem for them. • They need special help in social adaptation, regardless of their academic proficiency. To better serve students with disabilities and with gifts and talents, the educational system needs to provide for a significant amount of cooperation and collaboration among regular, specia, and gifted education; more effectively involve medical, psychological, and other related community services; and provide for early identification and intervention. Copyright © Cengage Learning. All rights reserved. 9 | 29 Educational Adaptations Adapting the Learning Environment • RTI Model • Flexible Pacing – – – – – Skipping grades Telescoping grades Advance placement Dual enrollment in high school and college Early college admission • Grouping – Cluster grouping – Performance grouping Copyright © Cengage Learning. All rights reserved. 9 | 30 • The goals of gifted education should be to ensure that gifted children master important conceptual systems, develop skills for independence and for creativity, and develop an excitement about and pleasure in learning. • To meet these goals, educators can modify the school program by adapting the learning environment, the curriculum content, and the student’s cognitive strategies. The learning environment may be modified through the three tiers of the RTI model, flexible pacing, and grouping. Copyright © Cengage Learning. All rights reserved. 9 | 31 • Stanley (1989) described six ways of accelerating students: early school admission allows the intellectually and socially mature child to enter kindergarten at a younger-than-normal age; skipping grades allows the child to accelerate by completely eliminating one semester or grade in school; telescoping grades is when the child covers the standard material but in less time; • advanced placement allows the student to take courses for college credit while still in high school, thus shortening the college program; dual enrollment in high school and college occurs when the student is enrolled in college while finishing high school; and early college Copyright © Cengage Learning. All rights reserved. 9 | 32 • admission is when an extraordinarily advanced student may enter college as young as 13 years of age. Grouping is another strategy to adapt the learning environment and brings students with gifts together for learning so that they can learn at an advanced pace and be stimulated by others of like ability. This can be done through cluster grouping (special classes, subgroups within a class) or performance grouping (magnet, charter, or residential schools). • From early admission to school to early admission to college, research studies invariably report that children who have been accelerated, as a group, have adjusted as well as or better than children of similar ability who have not been accelerated (Gallagher, 2002). Changing the environment alone is not adequate. Clear modifications of content and process must be present. Copyright © Cengage Learning. All rights reserved. 9 | 33 Educational Adaptations Adapting Teaching Strategies • Educational Adaptations—Curriculum • Curriculum modifications can be achieved through acceleration, problem solving, enrichment, and sophistication • Curriculum compacting: The basic principle of compacting is that if students already know something and have the basic skills to apply the knowledge, they should be allowed to move on to other areas of learning Copyright © Cengage Learning. All rights reserved. 9 | 34 Educational Adaptations—Teaching Strategies • Increasing or enhancing productive thinking is a goal of gifted education. • Students with gifts can use the reasoning process more effectively and in greater complexity than their age peers. They are also more advanced in tasks of problem finding, problem solving, and creativity. Brainstorming is an effective means of extending intellectual fluency. Brainstorming sessions follow a set of rules: no criticism allowed, the more ideas the better, integration and combination of ideas are welcome, and evaluation happens after all ideas have been presented Copyright © Cengage Learning. All rights reserved. 9 | 35 • The problem-based learning (PBL) approach presents students with an ill-structured problem and the teacher acts as a coach through the problem-solving process. Please refer to the text for use of the West Nile virus as an example of PBL. Also refer to the text for an example of using the RTI model to teach a problem-based learning unit on the Black Death. Discuss with the class how you could do a similar project with this procedure. • Representatives of the Association for the Gifted (TAG) and the National Association for the Gifted (NAGC), with the collaboration of the National Council for Accreditation for Teacher Education (NCATE), have developed a set of teacher standards for students with gifts and talents. The new standards emphasize differentiating programming and an emphasis on student diversity. The entire list of standards may be obtained on the text’s website. Copyright © Cengage Learning. All rights reserved. 9 | 36