Chapter FourteenChapter Fourteen
Individuals Who are Individuals Who are
Gifted and TalentedGifted and Talented
22
Defining GiftednessDefining Giftedness
33
Defining Defining GiftedneGiftedne
ssss
44
Assessing Giftedness and TalentAssessing Giftedness and Talent
Multiple areas of assessment:Multiple areas of assessment: StrengthsStrengths InterestsInterests LeadershipLeadership Intellectual abilityIntellectual ability Academic achievementAcademic achievement Creativity Creativity
55
Differences Among Children Differences Among Children Who are Gifted and TalentedWho are Gifted and Talented
Intellectual abilityIntellectual ability Talent categoryTalent category Learning opportunitiesLearning opportunities
66
Theoretical Distribution of Theoretical Distribution of IntelligenceIntelligence
77
Brief History of the FieldBrief History of the Field
First Half of the Twentieth-CenturyFirst Half of the Twentieth-Century– PioneeringPioneering
The 1950s - 1970sThe 1950s - 1970s– Establishing foundationsEstablishing foundations
The 1980s - 1990sThe 1980s - 1990s– The field matures and provides focus for The field matures and provides focus for
school reformschool reform The Twenty-First CenturyThe Twenty-First Century
– ChallengesChallenges
88
Gardener’s Theory of Gardener’s Theory of Multiple IntelligencesMultiple Intelligences
99
Gardener’s Theory of Gardener’s Theory of Multiple Intelligences (continued)Multiple Intelligences (continued)
1010
Prevalence of Giftedness and Prevalence of Giftedness and TalentTalent
Prevalence varies across states due to Prevalence varies across states due to variations in state definitionsvariations in state definitions
Approximately 3 to 5 percent of Approximately 3 to 5 percent of school-aged children; some school-aged children; some professionals believe that 10 to 15 professionals believe that 10 to 15 percent is more accuratepercent is more accurate
3 million American children are gifted 3 million American children are gifted and talented (National Association for and talented (National Association for Gifted Children, 2007)Gifted Children, 2007)
1111
Etiology of Giftedness and TalentEtiology of Giftedness and Talent
Nature vs. nurture argument Nature vs. nurture argument (environment vs. heredity)(environment vs. heredity)
Intelligence is no longer believed to Intelligence is no longer believed to be fixed at birthbe fixed at birth
Physical and chemical changes when Physical and chemical changes when the brain is stimulated or challengedthe brain is stimulated or challenged
1212
Characteristics of Individuals Characteristics of Individuals Who are Gifted and TalentedWho are Gifted and Talented
1313
Characteristics of Individuals Characteristics of Individuals Who are Gifted and Talented Who are Gifted and Talented
(continued)(continued)
1414
Characteristics of Individuals Characteristics of Individuals Who are Gifted and Talented Who are Gifted and Talented
(continued)(continued)
1515
Suggestions for the ClassroomSuggestions for the Classroom
DifferentiationDifferentiation Curriculum compactingCurriculum compacting Higher-level thinking and problem Higher-level thinking and problem
solvingsolving Flexible groupingFlexible grouping Cluster groupingCluster grouping Tiered assignmentsTiered assignments Problem-based learningProblem-based learning Accelerated pacing of instructionAccelerated pacing of instruction
1616
Service Delivery Options for Students Service Delivery Options for Students Who are Gifted or TalentedWho are Gifted or Talented
1717
Services for Young Children Services for Young Children Who are Gifted and TalentedWho are Gifted and Talented
Early experiencesEarly experiences Identification difficultiesIdentification difficulties Lack of federal legislationLack of federal legislation
1818
Characteristics of Characteristics of Young Talented ChildrenYoung Talented Children
1919
Adolescents and Adults Adolescents and Adults Who are Gifted and TalentedWho are Gifted and Talented
Adolescent need to “fit in”Adolescent need to “fit in” Personality attributes: desire to Personality attributes: desire to
achieve, persistence, curiosity and achieve, persistence, curiosity and openness to new experiencesopenness to new experiences
Educational considerationsEducational considerations MENSAMENSA
2020
Characteristics of Families Characteristics of Families of Children Who are Giftedof Children Who are Gifted
2121
Issues of DiversityIssues of Diversity
Twice exceptional learnersTwice exceptional learners Girls who are gifted learnersGirls who are gifted learners Identifying and serving children from Identifying and serving children from
diverse backgroundsdiverse backgrounds Cultural characteristics associated Cultural characteristics associated
with giftednesswith giftedness
2222
A Profile of Gifted FemalesA Profile of Gifted Females
2323
Suggestions for Teaching Suggestions for Teaching Culturally Diverse Students Who Culturally Diverse Students Who
are Giftedare Gifted
2424
Technology and IndividualsTechnology and Individuals Who are Gifted and Talented Who are Gifted and Talented
Access to the internet provides:Access to the internet provides:– KnowledgeKnowledge– ResourcesResources– Access to mentorsAccess to mentors– Distance learningDistance learning– Social interaction with other gifted Social interaction with other gifted
individualsindividuals– Learning experiencesLearning experiences
2525
Trends, Issues, and ControversiesTrends, Issues, and Controversies
Striving for world-class standardsStriving for world-class standards Equity and excellenceEquity and excellence Full inclusionFull inclusion Services focus on the gifted students Services focus on the gifted students
instead of the gifted programinstead of the gifted program Talent developmentTalent development
Top Related