Gifted and Talented
Education
&
Kid Pix
STATE GOAL FOR SERVICES
FOR GIFTED STUDENTS
Students who participate in services designed for gifted students
will demonstrate skills in self-directed learning, thinking,
research, and communication as evidenced by the development
of innovative products and performances that reflect
individuality and creativity and are advanced in relation to
students of similar age, experience, or environment. High school
graduates who have participated in services for gifted students
will have produced products and performances of professional
quality as part of their program services.
What is Giftedness?
1. General intellectual ability or talent. Laypersons and
educators alike usually this in terms of a high intelligence
test score--usually two standard deviations above the mean-on individual or group measures. Parents and teachers often
recognize students with general intellectual talent by their
wide-ranging fund of general information and high levels of
vocabulary, memory, abstract word knowledge, and abstract
reasoning. Other sources generally cite IQ scores and their
labels something like:
85-99 Lower normal
100-114 Upper normal
115-129 Bright
130-144 Gifted
145-159 Highly gifted
160-above Profoundly gifted
2.
Specific academic aptitude or talent. Students
with specific academic aptitudes are identified
by their outstanding performance on an
achievement or aptitude test in one area such as
mathematics or language arts. The organizers
of talent searches sponsored by a number of
universities and colleges identify students with
specific academic aptitude who score at the
97th percentile or higher on standard
achievement tests and then give these students
the Scholastic Aptitude Test (SAT).
Remarkably large numbers of students score at
these high levels.
3. Creative and productive thinking. This is the ability to
produce new ideas by bringing together elements
usually thought of as independent or dissimilar and the
aptitude for developing new meanings that have social
value. Characteristics of creative and productive
students openness to experience, setting personal
standards for evaluation, ability to play with ideas,
willingness to take risks, preference for complexity,
tolerance for ambiguity, positive self-image, and the
ability to become submerged in a task. Creative and
productive students are identified through the use of
tests such as the Torrance Test of Creative Thinking or
through demonstrated creative performance.
4. Leadership ability. Leadership can be defined as the
ability to direct individuals or groups to a common
decision or action. Students who demonstrate
giftedness in leadership ability use group skills and
negotiate in difficult situations. Many teachers
recognize leadership through a student's keen
interest and skill in problem solving. Leadership
characteristics self-confidence, responsibility,
cooperation, a tendency to dominate, and the ability
to adapt readily to new situations. These students
can be identified through instruments such as the
Fundamental Interpersonal Relations Orientation
Behavior (FIRO-B).
5. Visual and performing arts. Gifted students with
talent in the arts demonstrate special talents in
visual art, music, dance, drama, or other related
studies. These students can be identified by using
task descriptions such as the Creative Products
Scales, which were developed for the Detroit Public
Schools by Patrick Byrons and Beverly Ness Parke
of Wayne State University
6. Psychomotor ability. This involves kinesthetic
motor abilities such as practical, spatial,
mechanical, and physical skills. It is seldom used
as a criterion in gifted programs.
Blooms Taxonomy
Knowledge
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observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues:
list, define, tell, describe, identify, show,
label, collect, examine, tabulate, quote,
name, who, when, where, etc.
Comprehension
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understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues:
summarize, describe, interpret, contrast, predict,
associate, distinguish, estimate, differentiate,
discuss, extend
Application
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use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues:
apply, demonstrate, calculate, complete, illustrate,
show, solve, examine, modify, relate, change,
classify, experiment, discover
Analysis
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seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Question Cues:
analyze, separate, order, explain, connect,
classify, arrange, divide, compare, select,
explain, infer
Synthesis
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use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues:
combine, integrate, modify, rearrange, substitute,
plan, create, design, invent, what it?, compose,
formulate, prepare, generalize, rewrite
Evaluation
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compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues
assess, decide, rank, grade, test, measure,
recommend, convince, select, judge, explain,
discriminate, support, conclude, compare,
summarize
Multiple Intelligences
Multiple Intelligences
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Verbal/Linguistic Intelligence
Visual/Spatial Intelligence
Musical Intelligence
Logical/Mathematical Intelligence
Bodily/Kinesthetic Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Verbal-Linguistic
Is strong in:
reading, writing, telling stories, memorizing dates,
thinking in words.
Likes to:
read, write, talk, memorize, work at puzzles.
Learns best through:
reading, hearing and seeing words, speaking,
writing, discussing and debating.
Math-Logic
Is strong in:
math, reasoning, logic, problem-solving, patterns.
Likes to:
solve problems, question, work with numbers, experiment.
Learns best through:
working with patterns and relationships, classifying, categorizing,
working with the abstract.
Spatial
Is strong in:
reading, maps, charts, drawing, mazes, puzzles, imaging things,
visualization.
Likes to:
design, draw, build, create, daydream, look at pictures.
Learns best through:
working with pictures and colors, visualizing, drawing.
Bodily- Kinesthetic
Is strong in:
athletics, dancing, acting, crafts, using tools.
Likes to:
move around, touch and talk, body language.
Learns best through:
touching, moving, processing knowledge through bodily sensations.
Musical
Is strong in:
singing, picking up sounds, remembering melodies, rhythms.
Likes to:
sing, hum, play an instrument, listen to music.
Learns best through:
rhythm, melody, singing, listening to music and melodies.
Interpersonal
Is strong in:
understanding people, leading, organizing, communicating,
resolving conflicts, selling.
Likes to:
have friends, talk to people, join groups.
Learns best through:
sharing, comparing, relating, interviewing, cooperating.
Intrapersonal,
Is strong in:
understanding self, recognizing strengths and weaknesses, setting
goals.
Likes to:
work alone, reflect, pursue interests.
Learns best through:
working alone, doing self-paced projects, having space, reflecting.
Naturalist
Is strong in:
understanding nature, making distinctions, identifying flora and
fauna.
Likes to:
be involved with nature, make distinctions.
Learns best through:
working in nature, exploring things, learning about plants and
natural events.
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