EUB006 - Week 1 - Sample (old)

LCB344: Differentiation for gifted children

Week 1 Mini-lesson, Semester 2, 2018

Gifted and talented students:
Who are they are and what does
policy say about them?

Presented by: Dr Julie Dillon-Wallace

WHO ARE THE GIFTED?

Definition continuum Liberal

Conservative Multiple performances areas
The top 20% in one or more areas
Intellectual ability (e.g., as measured on IQ test)

The top 1% The top 3-5% The top 10% in one or more areas

How restrictive is a definition? Consider:
• The number of performance areas that are included
• The degree/level of excellence to be attained to be considered gifted

Common multidimensional definitions

Children capable of high performance include those with demonstrated
achievement and/or potential ability in any of the following areas singly or
in combination:

1. general intellectual ability
2. specific academic aptitude
3. creative or productive thinking
4. leadership ability
5. visual/performing arts
6. psychomotor ability. (Marland definition, 1972, p. ix)

Renzulli’s Three-Ring Model

Giftedness consists of an interaction among three basic
clusters of human traits — these clusters being above-
average general abilities, high levels of task
commitment, and high levels of creativity. Gifted and
talented children are those possessing or capable of
developing this composite set of traits and applying them to
any potentially valuable area of human performance.
(Renzulli, 2011, p. 87)

Tannenbaum’s Who, What, and How of Giftedness

Keeping in mind that developed talent exists only in adults, a
proposed definition of giftedness in children is the potential for
becoming critically acclaimed performers or exemplary producers of
ideas in spheres of activity which enhance the moral, physical,
emotional, social, intellectual or aesthetic life of the community
(Tannenbaum, 2003, p. 45). There are producers and performers,
who produce/perform creatively or proficiently. Producers produce
thoughts or tangibles. Performers perform staged artistry or
human services (Tannenbaum, 2003).

Example: Performers of human services creatively – Innovative
teachers, political leaders, and researchers in medicine, education,
and the social sciences

Gardner’s Theory of Multiple Intelligences

“Intelligence is too important to be
left to the intelligence
testers”…(1999)…criticizing the
limitations of single IQ scores

Sternberg’s Triarchic Theory

Intelligence is defined in terms of the ability to
achieve success in life in terms of one’s
personal standards, within one’s sociocultural
context. … Success is attained through a
balance of analytical, creative, and practical
skills. (Sternberg, 2003, pp. 88-89) (see also
Sternberg’s WICS [Wisdom, Intelligence and
Creativity, Synthesised] theory)

2000 – Inclusion of wisdom as a
subtype of practical intelligence

Gagné’s Differentiated Model of Giftedness and Talent

Giftedness designates the possession and use of outstanding natural abilities, called aptitudes, in at least one ability domain, to
a degree that places an individual at least among the top 10% of age peers.

Talent designates the outstanding mastery of systematically developed abilities, called competencies (knowledge and skills), in
at least one field of human activity to a degree that places an individual at least among the top 10% of age peers who are or
have been active in that field.

Gagne’s definition is the most commonly used definition used in Australian schools.

Gagné’s Differentiated Model of Giftedness and Talent

Gagné, F. (2009). Building gifts into
talents: Detailed overview of the
DMGT 2.0. In B. MacFarlane, & T.
Stambaugh (Eds.), Leading change in
gifted education: The festschrift of Dr.
Joyce VanTassel-Baska. Waco, TX:
Prufrock Press.

INCLUSIVE EDUCATION, STUDENT DIVERSITY, AND GIFTED
STUDENTS

What does What are my
policy say? responsibilities
as a teacher?

Australian Curriculum: Student diversity: gifted and talented students

Gifted and talented students are entitled to rigorous, relevant and
engaging learning opportunities drawn from the Australian
Curriculum and aligned with their individual learning needs,
strengths, interests and goals.

Whatever adjustments are made, they need to reflect the ability of Overall, adjustments should comprise elements of any or all of the

gifted and talented students to: following:

• learn at faster rates • faster pace (acceleration, compacting)

• find, solve and act on problems more readily • greater breadth (enrichment)

• manipulate abstract ideas and make connections to an • more depth (extension).
advanced degree.

https://www.australiancurriculum.edu.au/resources/student-diversity/gifted-and-talented-students/

EQ: Inclusive Education Policy (2018)

This policy requires the department and all state schools to comply with the Education (General Provisions) Act 2006 (Qld)
and state and commonwealth discrimination laws.

As different student groups experience different barriers to inclusion, the department will continue to implement strategies and
policies, and support practices that address the unique needs of:

• Aboriginal and Torres Strait Islander students

• students from culturally and linguistically diverse backgrounds

• students who identify as LGBTIQ

• students living in out-of-home care

• students from rural and remote communities

• students with disability

• gifted and talented students. http://ppr.det.qld.gov.au/pif/policies/Documents/Inclusive-education-policy.pdf

EQ: Curriculum provision to gifted and talented students policy statement

Identification
Teachers plan for the fact that students who are gifted or talented in one or more domains are present in every school. These students are identified,
using data from a range of sources. The identification process ensures gifted and talented students are not educationally disadvantaged on the basis
of racial, cultural or socio-economic background, physical or sensory disability, geographical location or gender.

Curriculum provision
For gifted and talented students, teachers deliver the curriculum at a level, pace, degree of abstraction and complexity beyond learning expectations
for their age peers. Curriculum provision for gifted and talented students addresses their specific learning needs such as:
• a faster pace
• processing more complex information and use of higher order thinking
• opportunities to engage in learning with students of the same or higher ability
• opportunities to undertake challenging work which enables them to develop strategies for persevering with difficult problems.
Many gifted and talented students can be catered for through a differentiated curriculum and through enrichment. However, for those whose needs are
not being met through differentiation or extension, other options such as acceleration are considered.

http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-gifted-talented.doc

Melbourne Declaration on Educational Goals for Young Australians

Goal 1: Australian schooling promotes equity and excellence

Goal 2: All young Australians become:
– successful learners
– confident and creative individuals
– active and informed citizens

Australian governments, in collaboration with all school sectors, commit to promoting equity and excellence in Australian
schooling. This means that all Australian governments and all school sectors must:
– promote a culture of excellence in all schools, by supporting them to provide challenging, and stimulating learning
experiences and opportunities that enable all students to explore and build on their gifts and talents
– promote personalised learning that aims to fulfil the diverse capabilities of each young Australian.

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Gifted Children’s Bill of Rights (NAGC, 2009)

Gifted children, like all children, deserve an equitable and appropriate education to help
them meet their full potential. In the United States, the National Association for Gifted
Children proposed the following rights of gifted children.

You have a right to
• know about your giftedness.
• learn something new everyday.
• be passionate about your talent area without apologies.
• have an identity beyond your talent area.
• feel good about your accomplishments.
• make mistakes.
• seek guidance in the development of your talent.
• have multiple peer groups and a variety of friends.
• choose which of your talent areas you wish to pursue.
• not to be gifted at everything.