South Plainfield School District’s
Gifted & Talented Program
S.E.E.D.S.
Successful Enrichment & Educational Development
of Students
“Planting S.E.E.D.S. for the 21st Century”
Definitions of Gifted
Most of the 1900’s:
Intelligence was viewed through
exclusive, narrow measures, such as
an IQ score
1980’s-today:
Our views of intelligence have
broadened, becoming more
inclusive
– Sternberg (3 types of
intelligence)
– Gardner (8 forms of intelligence)
– Renzulli (Three Ring Concept)
Multiple Intelligences
Howard Gardner
Three-Ring Concept of Giftedness
Joseph Renzulli
The Difference between a Gifted Child and a
Bright Child
A Bright Child
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
Enjoys peers
Completes assignments
Copies accurately
Enjoys school
Absorbs information
Good memorizer
Is alert
Is pleased with own learning
A Gifted Learner
Asks the questions
Is HIGHLY curious
Is mentally & physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings & opinions
Already knows
Prefers adults
Initiates projects
Creates a new design
Enjoys learning
Manipulates information
Good Guesser
Is keenly observant
Is highly self-critical
S.E.E.D.S. Criteria
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Teacher Recommendation
Standardized Test Scores
Classroom Performance
Previous Report Card Grades
Reading Baseline Assessments
Math Inventory Assessments
Behavioral checklist based on Renzulli’s Triad
Model and Gardner’s Multiple Intelligences
 Classroom Observations
S.E.E.D.S. Program Model
K-6
Tier 3: Accelerated Enrichment:
This tier is accelerated problem-solving based learning. It involves independent
and group based projects. It would be pull-out for each cycle based on students
who demonstrate aptitude well beyond their peers.
Example: Pull-out enrichment for all cycles of the program
Tier 2: Enrichment in Small Groups:
This tier is selected small groups for theme based projects, activities, and clubs.
Based on strengths and abilities, a student may be selected for one or a few
cycles of small group projects.
Example: A small group cycle project, based on a certain theme
Chess club, Robotics club
Tier 1: Enrichment in the Regular Classroom:
This tier is differentiated instruction, flexible grouping, balanced literacy, centers,
and enrichment for ALL students in the regular classroom.
Examples: Spelling Bee, Science Fair, Geography Bee, “Good for-All’s”.
Myth or Reality?
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Gifted children do not know they are gifted or different than others.
MYTH: They often recognize at a very early age. They may have
different interests, larger vocabularies, or an unusual sense of humor.
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Gifted children can succeed without help.
MYTH: This is one of the biggest myths among gifted children. They will
not be just fine on their own. Research suggests that a gifted child’s
adjustment is related to the extent to which the child’s educational needs
are met.
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Gifted children are usually gifted in ALL areas.
MYTH: A gifted child may be gifted in only one or two academic areas.
While some gifted children are strong in many areas, one does not have
to excel in everything in order to be considered gifted.
S.E.E.D.S. Enrichment Support Program
 Students will participate in Project-Based Learning (PBL) and
Literature Circles.
 Students will be pulled from their regular classrooms one day
per week.
K - 1st grade: 30 minutes once per week
2nd-6th grade: 60 minutes once per week
 There will be 3 cycles (6-7 weeks each) for the 2012-2013
school year.
Cycle 1: Math
Cycle 2: Literacy
Cycle 3: Science/Engineering
South Plainfield Believes In…..
 Developing the whole child through an enriching environment
daily
 Offering inclusive G&T SERVICES addressing the Multiple
Intelligences
 Using multiple criteria for identification
 Labeling the services, not the child
Project-Based Learning
Project-Based Learning (PBL) is learning through the process of completing a
project over a period of time.
 The projects are complex tasks based on challenging questions or
problems, that involve students in design, problem-solving, decision
making, or investigative activities; give students the opportunity to work
relatively autonomously over extended periods of time; and culminate in
realistic products or presentations. (Project-Based Learning for Gifted
Students, Todd Stanley, 2012)
 Studies have shown that gifted students learned more and retained
content more accurately when allowed to work on projects where they
were setting the pace, teaching each other through projects and working
together to solve problems. (Stanley, 2012)
 According the Buck Institute for Education (2011), PBL can increase
academic achievement on standardized assessment tests, teach the core
subjects more effectively, and help students to master 21st century skills
such as communication, independent and critical thinking, and research.
Final thoughts:
“The mind is not a vessel to be filled, but a fire to be
kindled.” ~Plutarch, Greek Historian and Biographer
“Children must be taught how to think, not what to
think.” ~Margaret Meade, American Anthropologist
“Education is the most powerful weapon, which you can
use to change the world.” ~Nelson Mandela, South African Politician