Suzanne Larocque
Lorraine O’Reilly
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So you have a gifted student in your class…
Don’t panic.
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What the Ministry says…
Who are the gifted and what do they need?
Where to start…
Program differentiation
How do I assess?
3 BIG ideas (What do you think they are?)
Questions
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Giftedness is defined as
“… an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.”
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COGNITIVE ABILITY
Positive Aspects
 learns quickly and easily when interested
 processes information quickly
 unusual ability to abstract & generalize
 progresses at more rapid pace than peers
Difficult Aspects
 bored by routine and repetitive tasks
 may dominate others
 intolerant of those less able
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INTELLECTUAL CURIOSITY
Positive Aspects
 asks many questions
 interested in wide variety of subjects
 has high tolerance for ambiguity
Difficult Aspects
 pursues individual interests over class activities
 impatient with details and restrictions
 remains unfocused and scattered
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 access to challenging curriculum interact with intellectual peers pacing work according to abilities be allowed to solve problems in diverse, creative ways be exposed to varied subjects and areas of interest
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Positive Aspects
 heightened self-awareness
 unusually sensitive to expectations, feelings of others
 strong idealism and sense for justice
 leadership abilities
 keen sense of humour
Difficult Aspects
 intolerant of those not sharing similar views
 may be self-critical
 high expectations – frustration, perfectionism
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 learn to set realistic expectations and goals learn self-advocacy opportunities to study “real world” issues, generate solutions and plans of action emotional intelligence learning
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Review IEP
Conference with student
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Survey strengths, needs (can be the same) and interests
How student learns best
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What accommodations worked for student in the past
Plan how and when to differentiate student’s program. Include student.
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The needs of gifted students often result from their
strengths. On the IEP, the strength and need may be identical .
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In most cases, needs do not change over time
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The identified exceptionality should be evident from the statement of needs
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Areas of need should make evident the reasons why the student requires a special education program and/or services
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Area of need should be drawn from the assessment data

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Students formally identified through the IPR process as intellectually gifted (require IEP)
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Students who have met Board criteria for giftedness but are not formally identified (require IEP)
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Students who just missed meeting the gifted criteria
(should have an IEP)
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Students who are bright in a particular subject area
(should have an IEP)
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To assist students in reaching their full potential by matching students’ ability levels with appropriate programming
To meet the individual needs of students
To motivate and challenge students
To reduce the number of underachieving gifted students
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On a regular basis, as required
Students who are gifted or bright, are that way all the time, not just while attending specialized programs
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Gifted students should be spending the majority of their time at the
Applying/Application Level or above.
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(http://www.teachers.ash.org.au/researchskills/dalton.htm)
Useful
Verbs judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine
Sample Question Stems
Is there a better solution to...
Judge the value of...
Can you defend your position about...?
Do you think ... is a good or a bad thing?
How would you have handled...?
What changes to ... would you recommend?
Do you believe?
Are you a ... person?
How would you feel if...?
How effective are...?
What do you think about...?
Potential activities and products
Prepare a list of criteria to judge a ... show. Indicate priority and ratings.
Conduct a debate about an issue of special interest.
Make a booklet about 5 rules you see as important.
Convince others.
Form a panel to discuss views, eg "Learning at
School."
Write a letter to ... advising on changes needed at...
Write a half yearly report.
Prepare a case to present your view about...
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Kind
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Breadth
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Depth
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Pace
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Content
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Process
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Product
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Evaluation
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Kind: move from fact-concept-generalization-theory
Breadth: divergent, multidisciplinary
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Depth: convergent, intense interest
Pace: fast or slow dependent on scope and complexity
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compacting, acceleration, broad-based theme, interdisciplinary study, in-depth study of topic, selfselected topic, independent projects
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based on learning styles
 Kind: designate audience - feelings, attitudes
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Breadth: advanced technical skills, creative, participatory
Depth: independent, productive, creative thinking
Pace: opportunities to transfers skills to new situations
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 3-D models
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Multi-media – computer presentations
Oral - podcasts
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Kind: move from basic thinking skills to integrated inquiry models
Breadth: complexity of thinking=multidisciplinary
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Depth: intensity of thinking= application of higher-order thinking, self-directing
Pace: move towards independent thinking, learning
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higher-order thinking, creative thinking, problem-solving skills, open-ended questioning
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 Kind: teacher, teacher/pupil, pupil leading to independent learner
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Breadth: co-evaluation
Depth: self-evaluation
Pace: continuous assessment/evaluation
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teacher evaluation, peer evaluation, self evaluation, external evaluators, co-evaluation, criteria checklists, rating scales, rubrics, tests, inventories …
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Always remember gifted students must be evaluated against grade level expectations, even when working above and beyond.
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Determine student competency in subject area (i.e. pretest, demonstration of evidence).
If level 4 competency is demonstrated, this should be reflected in evaluative mark given.
Plan for differentiation with the student.
Provide assessment feedback (i.e. rubric, criteria checklists, conferencing).
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Chance to further develop:
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Critical thinking
Inquiry learning
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Creativity
Project management
Team skills
Leadership
Self-esteem
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
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Being Gifted: It’s Not Easy! We are Not
Perfect and We Don’t Know Everything!
Needs and Strengths: Can Be the Same
Being Gifted Means Different, Not More of the Same.
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Being Smart About Gifted Children (2005), Matthews, Foster, Great
Potential Press Incorporated
Teaching Gifted Kids in the Regular Classroom (2001), Susan
Winebrenner, Free Spirit Publishing
Teaching Young Gifted Children in the Regular Classroom (1997 ),
Smutny, Walker, & Meckstroth, Free Spirit Publishing
The Schoolwide Enrichment Model: A How-To Guide for
Educational Excellence (2 nd edition) (1997), Joseph S. Renzulli &
Sally M. Reis, Creative Learning Press
When Gifted Kids Don’t have All the Answers (2002), Jim Delisle,
Judy Galbraith, Free Spirit Publishing
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Journal for the Education of the Gifted . The official quarterly publication for The Association of the Gifted
(a division of the Council for Exceptional Children).
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Gifted Child Today.
Quarterly publication for parents, teachers and professionals interested in gifted education.
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The National Voice for Kids: Creative Kids.
Quarterly magazine showcasing student work.

http://www.abcontario.ca/
The Association for Bright Children of Ontario is an all-volunteer, provincially incorporated support and advocacy group to support parents of bright and gifted children. http://www.nagc.org/
NAGC (National Association of Gifted Children) is an
American resource that supports gifted education and explains what's at stake if high-potential learners are not challenged and encouraged.
http://www.teachers.ash.org.au/researchskills/dalton.htm
This site provides suggestions of questions to ask & potential activities.

“Give me an education that fits my needs, and you give me a chance to change the world!”
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