
Consequences of being Gifted
"Being highly intelligent can be
a mixed blessing..."
About Kids magazine. Issue 9
March/April 2002. "Gifted children"

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Consequences for
the child
The pleasure that children derive
from their talents depends somewhat on the reaction of others...
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Consequences for the
parent/caregiver
What is normal for these children? What help can
you expect from the school?
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Consequences for the teacher
A look at strategies used by schools with Bell
Block Primary as an example. Is it really possible to offer Primary,
Secondary and Tertiary courses?
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Staffing and administration issues.
The main points from Gifted and talented students: Meeting their
needs in New Zealand schools. Ministry of Education. (2000).
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Consequences
for the Gifted Child:
Adults may forget
that they are children first, and gifted after. Sometimes
parents are surprised at the immature behaviour of their gifted
child...forgetting that they may talk like an 8 or 10 year old
but he/she is only 5! All children like to play and have fun. For some
of these children, their idea of fun and play is what other kids would
call "work". Things like studying (in all its forms) about a favourite
topic. It can be very frustrating when well-meaning adults stop the
child doing something they enjoy to make them "play" in a manner that
pleases the adults. On the other hand, proud parents may see a chance
for their gifted child to accomplish things that they could not. The
need of the parents to prove to themselves or others that their child
is indeed gifted overrides the childs need to enjoy the opportunities
those gifts may open up. There is a danger that test and exam marks
become the driving force behind hours of study, not the joy of learning
itself.
The feeling of
being different. According to Dr. Philip Powell, Assistant
Professor of Educational Psychology at the University of Texas, most
gifted children know that they are different by the time they are five.
Perhaps feeling different from others is not really exclusive to gifted
children...all of us are different and unique. Throughout the various
stages of our lives we usually find a group of friends we "fit" into
where we have similar interests and views. But what if we have an
"extreme" view of the world...there is much less chance of finding
someone else like us!
Some children may be very lonely
because their interests do not match those of their peers. They may
have difficulties at school because of their unconventional behaviour
and questioning attitude. They can become distressed or depressed
through frustration and boredom, or through imbalance between their
intellectual and emotional development. Their
development tends to be uneven, and they often feel out-of-sync with
age peers and with age-based school expectations. They are emotionally
intense and have greater awareness of the perils of the world and often
do not have the emotional resources to match their cognitive awareness.
They are at risk for abuse in environments that do not respect their
differences. The teacher may see the brightness of these
children as showing off. Sometimes in order to fit in with their
classmates it is safer to "play dumb" and underachieve. If classwork is
too easy the child will get bored and may become one of the class
troublemakers. An American study found that 20% of all High School
dropouts have superior abilities.
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Accepting they
can't do everything. Even the strong have weaknesses. Gifted
children, like everyone else, have the right to fail but may feel the
pressure of "living up to their potential". If a child experiences
failure early on they may switch off and shy away from anything new in
case they cannot get it right first time. They may develop permanent
learning blocks. Gifted children often hold very high expectations of
themselves and can be very self critical.
In issue 9 (March/April) of the About
Kids magazine, one parent says of her child "she needed to know
that not everything associated with learning is easy. I wanted her to
be able to say 'Okay, this is hard. I don't understand it, but I want
to be able to', instead of 'I don't understand it, I'm not
interested'." This could easily apply to any child! They need
reassurance and support to learn to accept that we all have our
limitations...but we don't give up on trying to improve ourselves!
Gifted children often have hidden learning
disabilities (dual exceptionalities).
While most of the
attention the child receives is due to their particular gifts or
strengths, parents and teachers may miss the learning disabilities of
the gifted student. Behaviour due to a learning difficulty may be
misinterpreted and called "eccentric".
Being unable to
finish what they start. Some children have difficulty
completing tasks within the time interval provided. At home this can be
dealt with by negotiating an acceptable time period for painting,
music, etc. For any particular classroom task the child may want to do
more than the teacher says is required. This may result in the feeling
of extreme frustration. An adult may have to speak to the teacher who
may not be aware of the students feelings. An individual programme of
work may be better suited to that child. In this way the balance
between meeting intellectual needs and maintaining an appropriate
social/peer group is retained.
For a New Zealand perspective read
"Gifted children" in the About Kids magazine, Issue 9
March/April 2002. We would like to reprint part of that article here.
Internet Links to
other articles:
Helping Adolescents Adjust to Giftedness
Competitiveness, rejection and perfectionism are just a
few of the problems faced by gifted youths. Adults can assist these
young people to "own" and develop their talents. This digest provides a
good description of the challenges they face and provides specific
coping strategies.
Helping Gifted Students With Stress Management
Many gifted youngsters may feel they are
under a relentless pressure to excel. Constant striving to live up to
self-expectations, or those of others, can be very stressful. This
digest provides information to help parents tell if their child is
experiencing stress and provides coping strategies for both parents and
students.
Joy and Loss: The Emotional Lives of Gifted Children
There is a myth that gifted children are better
adjusted, more popular, and happier than other children. However, for
most gifted children, nearly the opposite is true. While they are happy
with work they see as challenging, their childhood can be more painful,
more isolated, and more stressful than other children because of their
high expectations of themselves and because they do not fit in with
their peers.

Consequences for the
parent/caregiver:
Wait, there's more!
Brothers and sisters are
usually within 5 or 10 points in measured ability. When one child in
the family is identified as gifted, the chances are great that all
members of the family are gifted. Read about definitions of "giftedness" here...
Coming second:
Second children are
recognised as gifted much less frequently than first-borns or only
children. They exhibit different characteristics from their older
siblings and are less likely to be achievement oriented. Even the
first-born identical twin has a greater chance of being accepted in a
gifted program than the second-born! Early identification of advanced
development is as essential as early identification of any other
exceptionality. Early intervention promotes optimal development.
Gifted children often have
hidden learning disabilities (dual exceptionalities). While
most of the attention the child receives is due to their particular
gifts or strengths, parents and teachers may miss the learning
disabilities of the gifted student. Behaviour due to a learning
difficulty may be misinterpreted and called "eccentric". The
behavioural characteristics of some gifted and talented children
closely resemble those associated with attention deficit hyperactivity
disorder (ADHD).
The feeling of
being different. According to Dr. Philip Powell, Assistant
Professor of Educational Psychology at the University of Texas, most
gifted children know that they are different by the time they are five.
Some children may be very lonely because their interests do not match
those of their peers. They may have difficulties at school because of
their unconventional behaviour and questioning attitude. They can
become distressed or depressed through frustration and boredom, or
through imbalance between their intellectual and emotional development.
Gender
differences: Gifted girls and
gifted boys have different coping mechanisms and are likely to face
different problems.
Being unable to
finish what they start. For any particular classroom task
the child may want to do more than the teacher says is required. This
may result in the feeling of extreme frustration. An adult may have to
speak to the teacher who may not be aware of the students feelings. On
the other hand, once an idea is pursued and understood, the temptation
is to move on to new experiences. Many gifted children will complete
and check work only if pressured to do so. Because they sometimes lack
the persistence required to complete a task, their achievement rarely
matches their ability. An individual programme of work may be better
suited to that child. In this way the balance between meeting
intellectual needs and maintaining an appropriate social/peer group is
retained.
Public backlash:
Parents of gifted children may be thought of by friends, family or
teachers as being "pushy parents". There is plenty of evidence that
gifted children should be differentially treated, either by
acceleration, enrichment, and ability grouping. The trick is to
maintain a balance between meeting the intellectual, emotional and
social needs of the student. They are children first, and gifted after.
Introversion rules
OK: Over 60% of gifted
children and 70% of highly gifted children are introverted compared
with 30% of the general population. Introversion correlates with
introspection, reflection, the ability to inhibit aggression, deep
sensitivity, moral development, high academic achievement, scholarly
contributions, leadership in academic and aesthetic fields in adult
life, and smoother passage through midlife; however, it is very likely
to be misunderstood and "corrected" in children by well-meaning adults.
Being gifted isn't
enough: The University of Chicago studied the development of
100 super achievers (research mathematicians, musicians, swimmers and
tennis players) and discovered that their careers displayed a strong
parent and teacher influence, proving that the gifted are nurtured, as
well as born. Most of them were strongly encouraged to pursue their
career by a member of the family, or an exceptionally dedicated teacher
who had the ability to differentiate the ordinary from the
extraordinary.
For a New Zealand perspective read
"Gifted children" in the About Kids magazine, Issue 9
March/April 2002. We would like to reprint part of that article here.
Internet Links to
other articles:
Working Party report on New Zealand Gifted and
Talented students
As a parent or teacher with a special interest in Gifted
and Talented students, visit the Ministry of Education website for new
initiatives and funding and the latest ammendments to the National
Administration Guidelines (NAG's). New opportunities may open up that
will assist you in meeting the needs of your child or students.
Supporting Gifted Education through Advocacy
This article will provide you with ideas
for how to work 'within-the-system' and provides specific steps to
follow in order to achieve long-term results.
Helping Your Highly Gifted Child
The discovery that their child is not merely gifted but
highly or profoundly gifted can result in parents feeling a combination
of excitement and anxiety. There is very little understanding of
extreme intellectual potential and how to develop it. This digest deals
offers some practical suggestions based on the experience of other
parents and the modest amount of research available.
Homeschooling Gifted Students: An Introductory Guide
for Parents
Many families have chosen homeschooling as
the educational option for their gifted children. There are many issues
to explore when families consider homeschooling their children.
Underachieving Gifted Students
How to get the best performance from students is a
challenging task. Parents can feel frustrated when their child does not
perform as well academically as their potential indicates. This digest
discusses the these issues and provides specific suggestions and coping
strategies for both parents and educators.
Should Gifted Students Be Grade-Advanced? A US
perspective
This digest describes a wide variety of
options including many forms of pull-out programs offering educational
enrichment, honors classes, after school and summer programs featuring
special course work, and mentor programs in which children are matched
with professionals in the community for special learning experiences.
Providing Curriculum Alternatives To Motivate Gifted
Students
In classrooms there are many different levels of
ability. This digest presents two strategies to help highly able
students get more out of school. Parents will find these suggestions
helpful when they work with their child's teacher. Teachers may find
that the following strategies enable them to challenge and motivate the
gifted and all their other students.

Consequences for
the teacher:
Teachers must be careful not to blindly follow
definitions or assume children fit into stereotypes...even after advice
or professional development sessions from "experts". The following is a
guide only...always get to know your children before deciding what YOU
think is best for THEM...
"Being highly intelligent can be a mixed blessing..."
About Kids magazine. Issue 9 March/April 2002.
"Gifted children"
Creative traits
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that can lead to classroom
problems
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Abstract and theoretical
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Goes far beyond what is required in assignments
yet may ignore key objectives.
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Inventive (non-conforming) and independent
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Resists teacher chosen assignments. Hands in messy
work.
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Sensitive
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Withdraws because of peer group criticism and fear
of rejection.
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Alert, eager
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Resents periods of classroom inactivity. For lack
of something to do may become mischievous or restless.
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Intuitive
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Seeing conclusions without displaying knowledge of
sequential concepts. May refuse to complete work they feel is "too
easy". May be misinterpreted by teachers as the task being too hard.
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Daydreaming (as concentrated periods of thinking)
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Inattentive to teacher's or classmates' comments
and class discussions. Other students may make fun.
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Aesthetically oriented
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Resists participation of active team sports. Last
to be picked for teams leads to negative self image.
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At the moment schools are on their own,
being offered little in the way of meaningful assistance in terms of
extra staffing, funding or training from the Ministry of Education.
Different schools
deal with their gifted children in different ways: Some ignore them. Most acknowledge they do
not have the resources to effectively educate their gifted children but
they are willing to try. In New Zealand we have yet to put into place a
national system that permits schools to identify their
gifted children! Read about definitions of "giftedness" here...
"Talented" and "gifted" -
what's the difference? There is plenty of evidence that
gifted children should be differentially treated, either by
acceleration, enrichment, or ability grouping. But how you decide to define
giftedness will influence how you later identify gifted
children. Is there any real difference between being "talented" and
being truly "gifted"? Some schools consider the top 15%, 10% or
5% of their students to be gifted or talented. Does research support the lumping together of
these groups?
Children in the top 3
percent of the population have atypical developmental patterns and
require differentiated instruction. Children in the top 10 percent of
the population are not statistically or developmentally different from
children in the top 15 percent, and it is not justifiable to single
them out for special treatment.
It is similar to the situation
where the moderately intellectually impaired, highly intellectually
impaired and profoundly intellectually impaired all have quite
different challenges and associated needs. So it is with the moderately
gifted, highly gifted and profoundly gifted. They should not be lumped together.
Three of the most common ways schools
are providing for the gifted are acceleration, enrichment, and ability
grouping. These may be used alone or in combination.
Acceleration: The child or class advances
a grade or year level of work more quickly than the school schedule
usually permits.
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eg, when 3 years of work is combined into 2.
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eg, a child may be allowed to enter a primary,
intermediate or secondary school a year earlier than is the general
rule.
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eg, a child may be able to undertake a Year 11
Science course while enrolled as a Year 9 student
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Enrichment: the child stays his/her normal
class with extra subjects or material in addition to the usual studies.
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eg, story writing, music lessons, dramatics,
debates, research problems, science projects, current events,
individual instruction, field trips, teacher-pupil conferences, a
foreign language, model making.
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keeps the student positively engaged while waiting
for classmates to complete other work.
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avoids some of the problems of friendship and
social adjustment that may be seen in acceleration programmes.
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Ability or Special grouping: this may take
a number of forms: -
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eg, the exceptionally able are brought together
for just one period a week. In a seminar, they discuss their volunary
reading and choose books for the next week.
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eg, the exceptionally able are brought together
for a part of each day to discuss subjects of current interest and
study and to do many kinds of creative work.
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eg, in large schools, gifted chilren may form a
special class or home room.
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eg, in some large cities, they are brought
together from different contributing schools to attend special "day
schools".
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Bell Block Primary School (New
Zealand) uses a combination of acceleration and ability grouping. As a
trial a few years ago, the Correspondance School provided the language
and science courses that the students participated in. Students could
even work from home for a few hours each week to complete the
assignments. In a new trial for 2002 and 2003, one of their students
spends half of the week at the Western Institute of Technology at Taranaki (WITT) completing a series of 8 week Science,
Mathematics and Computing courses. In an attempt to widen the net,
Principal Chris O'Neill and his staff have initiated a "Talents
opportunity" programme which involves surveying the children and
providing a chance to demonstrate any hidden talents in the areas of
sport, performing arts, etc. For more ideas relevant to your type
of school click here
Challenges for the
student and teacher: Gifted
students need to broaden their abilities and interests via a curriculum
designed by competent teachers who enjoy the challenge of bright minds.
Part of the challenge should include changing from working
independently to working as part of a group.
Gifted children often have hidden learning
disabilities (dual exceptionalities).
While most of the
attention the child receives is due to their particular gifts or
strengths, parents and teachers may miss the learning disabilities of
the gifted student. Behaviour due to a learning difficulty may be
misinterpreted and called "eccentric". The behavioural characteristics
of some gifted and talented children closely resemble those associated
with attention deficit hyperactivity disorder (ADHD).
Feeling good:
Some children may be very lonely because their interests do not match
those of their peers. They may have difficulties at school because of
their unconventional behaviour and questioning attitude. Help them
develop a positive self-image. Gifted classes provide a group where
like-minded children are more likely to be understanding and accepting
of one another. Gifted children also need to feel valued for themselves
and not just for their accomplishments.
Speaking out: They
need to talk to peers, teacher and parents. Allow plenty of
opportunities so they can express their ideas and feelings. You may
need to express these feelings to parents on a regular basis. Look out
for signs of depression. Discussion also hones thinking and questioning
skills and also gives the student opportunities to learn to appreciate
other points of view.
Finish the job:
Completion of tasks should be a requirement. Because they sometimes
lack the persistence required to complete a task, their achievement
rarely matches their ability. Writing develops superior organisation
skills and frames intellectual content. Their minds switch so quickly
from one topic to another that they need to learn how to organise and
express their ideas. Once an idea is pursued and understood, the
temptation is to move on to new experiences.
Introversion rules OK:
Over 60% of gifted children
and 70% of highly gifted children are introverted compared with 30% of
the general population. Introversion correlates with introspection,
reflection, the ability to inhibit aggression, deep sensitivity, moral
development, high academic achievement, scholarly contributions,
leadership in academic and aesthetic fields in adult life, and smoother
passage through midlife; however, it is very likely to be misunderstood
and "corrected" in children by well-meaning adults.
Be a catalyst for greatness:
The University of Chicago studied the development of 100 super
achievers (research mathematicians, musicians, swimmers and tennis
players) and discovered that their careers displayed a strong parent
and teacher influence, proving that the gifted are nurtured, as well as
born. Most of them were strongly encouraged to pursue their career by a
member of the family, or an exceptionally dedicated teacher who had the
ability to differentiate the ordinary from the extraordinary.
For a New Zealand perspective read
"Gifted children" in the About Kids magazine, Issue 9
March/April 2002. We would like to reprint part of that article here.
Internet Links to
other articles:
As a parent or teacher with a special interest in Gifted
and Talented students, visit the Ministry of Education website for new
initiatives and funding and the latest ammendments to the National
Administration Guidelines (NAG's). New opportunities may open up that
will assist you in meeting the needs of your child or students.
Certificate in Special Needs Education
Information on Massey University's Certificate in Special Needs
Education, which includes papers in Gifted Education.
Professional Training for Teachers of the Gifted and
Talented
Here we examine the roles of teachers of
the gifted and talented, the roles of regular classroom teachers, and
ways they work together.
The Gifted & Talented
Community on Te Kete Ipurangi
This community on TKI includes a range of materials, such as, readings,
case studies, conference and professional development details.
Gifted Learners and the Middle School: Problem or
Promise?
Historically, tension has existed between gifted
education and middle school education.
Developing Programs for Students of High Ability
Educators need to understand the
components of an effective educational program for the different needs
and abilities of high ability or gifted students. Here each of these
components is described, written specifically for the educator who is
designing these programs.
Challenging Gifted Students in the Regular Classroom
This is a good overview of the challenges faced in
educating gifted students in the regular classroom.
Planning Science Programs for High Ability Learners
This article provides suggestions for
what a science curriculum for gifted students should include. These
ideas are not only for teachers, but can be used by parents as
suggestions for how their child's science curriculum can be improved.
Teaching English to Gifted Students
How to identify students who are gifted in the areas of
English and language arts, principles for developing effective programs
in English and language arts for the gifted, and suggesting possible
methods of evaluating gifted students and programs.
Teaching Mathematics to Gifted Students in a
Mixed-Ability Classroom
Strategies for how your school can meet
the special needs of your child. While this article is written for the
educational professional, parents will find it useful when talking with
their child's teacher.
How To Provide Full-Time Services on a Part Time Budget
The belief that all students are best served in
heterogeneous learning environments is challenged here. This article
supports the benefits of keeping gifted students together in their
areas of greatest strength for at least part of the school day. This
example of ability grouping represents a way to make sure gifted
students continue to receive a quality education at the same time as
schools work to improve learning opportunities for all students.
Providing Curriculum Alternatives To Motivate Gifted
Students
In classrooms there are many different
levels of ability. This digest presents two strategies to help highly
able students get more out of school. Parents will find these
suggestions helpful when they work with their child's teacher. Teachers
may find that the following strategies enable them to challenge and
motivate the gifted and all their other students.
ERIC (Education Resources Information Center)
A resource base in the United States. This link takes you to their page
on disabilities and gifted education, including identification,
assessment, intervention, and enrichment.

Consequences
for the school
Teachers must be careful not to blindly
follow definitions or assume children fit into stereotypes...even after
advice or professional development sessions from "experts". The
following is a guide only...always get to know your children before
deciding what YOU think is best for THEM...
There are no teaching resources
specifically aimed at gifted children from the Ministry of Education.
At the moment schools are on their own, being offered little in the way
of meaningful assistance in terms of extra staffing, funding or
training from the Ministry. Yet the Education Review Office (ERO) is
looking for evidence that schools are indeed "adding value" to these
children. This seems like an unrealistic and unreasonable expectation
in light of the fact there is little research on gifted children in New
Zealand and limited resources to help a school identify and effectively
meet their needs.
The responsibility lies squarely on
the school's shoulders to meet the needs of gifted children, even
though the New Zealand Government provides little else other than
publications such as:
The main points from Gifted and
talented students: Meeting their needs in New Zealand schools.
Ministry of Education. (2000).
Frequently, educational initiatives for the gifted
and talented are short-lived. This often occurs when the impetus
for a new development resides with a single staff member.
A new programme is more likely to develop and
endure if it is based on relevant school policy and implemented through
a team approach.
A policy should be developed through consultation
in the school and community.
A policy for the education of gifted and
talented students should address the following issues:
–
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Why provide differentially for these
students?
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–
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Who are our gifted and talented in
the school, and who will co-ordinate our approach?
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–
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What are we going to do?
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–
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Where are we going to do it?
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–
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How and when will we do it, and how
will it be resourced?
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Professional development is particularly
important in this area because most teacher education pre-service
programmes offer only brief introductions to educating gifted and
talented students. Effective professional development:
–
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is collaboratively planned;
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–
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is tailored to the nature and needs of the
individual school;
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–
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covers conceptions, identification,
programming, curriculum differentiation, teaching methods and
resources, and special groups of gifted students;
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–
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addresses areas of concern.
|
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It is also imperative that schools develop
a set of characteristics that reflects their individual definition of,
and approach to, giftedness and talent. Read about definitions of
"giftedness" here...
It is important to recognise potential
as well as demonstrated performance. Educators should offer rich and
challenging experiences to help realise potential.
Special attention should be given to the
"hidden gifted". These include the disadvantaged gifted, the
disabled gifted, those with learning difficulties, the underachieving
gifted, and those from minority cultural and ethnic groups.
It is helpful to have a school-wide policy on the
gifted and talented that co-ordinates identification in the school.
Some of the principles of sound identification
suggest that it should begin early, be continuous, incorporate a team
approach, be as unobtrusive as possible, and include both quantitative
and qualitative methods.
Identifying gifted students from diverse cultures
poses special challenges. Standardised tests of intelligence and
achievement and even teacher and self-nominations are often not
appropriate or effective. Of more value for identifying Maori students
and those from other ethnic groups are the evaluation of students'
products, careful teacher observation through a responsive learning
environment, and input from whanau members and kaumatua.
Within qualitative differentiation for gifted and
talented students, three primary areas of differentiation emerge:
content, process, and product. Differentiation transforms the learning
environment and teaching style.
When designing and implementing programmes for
gifted and talented students, schools must take into consideration
factors such as culture, gender, learning difficulties, and
socio-economic status.
When planning and implementing differentiated
programmes for gifted and talented students, schools should utilise
enrichment and acceleration, offering a continuum of provisions.
Offering a continuum of opportunities for gifted
and talented students involves individualising the options to meet the
students' needs.
In designing appropriate curricula for gifted and
talented students, a curriculum model or models may serve as an ideal
framework. Bloom's Taxonomy, the Autonomous Learner Model, and the
Enrichment Triad Model are commonly adopted or adapted by schools.
Programme evaluation is a necessary aspect of
gifted education. It should examine all programme components by using a
variety of methods and by involving the entire school community.
Programme evaluation must have a clear purpose,
be supported by a comprehensive written plan, and be designed to make
changes or adjustments to programmes according to outcomes.
Programme evaluation should be both formative and
summative, fitting the evaluation to the programme, not the other way
round.
Ministry of Education. (2000). Gifted
and talented students: Meeting their needs in New Zealand schools.
Wellington: Learning Media Ltd.
Printed copies of this publication can
be purchased from the publisher, Learning Media Limited, Box 3293,
Wellington.

|
A school must be creative and
self-reliant. Bell
Block Primary School (New Zealand) uses a combination of
acceleration and ability grouping. As a trial a few years ago, the
Correspondance School provided the language and science courses that
the students participated in. Students could even work from home for a
few hours each week to complete the assignments. In a new trial for
2002 and 2003, one of their students spends half of the week at the Western
Institute of Technology at Taranaki
(WITT) completing a series of 8 week
Science, Mathematics and Computing courses. In an attempt to widen the
net, Inglewood
High School is surveying teacehrs adn students to
provide an opportunity for studens to demonstrate any hidden talents in
the areas of sport, performing arts, etc.
|
For more ideas relevant to your
type of school click
here
|
Some of the information above comes
from "WHAT WE HAVE LEARNED ABOUT GIFTED CHILDREN 1979 - 2002"
BY LINDA SILVERMAN, PH.D., DIRECTOR GIFTED DEVELOPMENT CENTER,