MODULE 7

Students who are Gifted and Talented

Learning Activities
Activity 1. A. Look for references and materials on the great people of the 20th
century, the leaders, activists, pioneers, innovators, scientists and creators. Write
a brief paper about them. 

 ALBERT EINSTEIN – one of the most celebrated scientists of the

Twentieth Century. His theories on relativity laid the framework for a new
branch of physics, and Einstein’s E = mc² on mass-energy equivalence is
one of the most famous formulas in the world. In 1921, he was awarded
the Nobel Prize in Physics for his contributions to theoretical physics and
the evolution of Quantum Theory.

 PABLO PICASSO – Spanish painter, sculptor, ceramicist and poet.

Picasso was a founder of Cubism and one of the most influential artists of
the Twentieth Century. Picasso was an influential peace activist whose art
touched on the horrors of war.

 STEVE JOBS – The iconic American entrepreneur and founder of Apple

will go down in history as one of the great innovators. As CEO of Apple in
the 1980s and again in the late 90s and 2000s, Steve played a central role
in the personal computer revolution and in developing its key products,
including the McIntosh, the iPod and the iPhone.

 MOTHER TERESA – Was a Roman Catholic nun who devoted her life to
serving the poor and destitute around the world. She spent many years in
Calcutta, India where she founded the Missionaries of Charity, a religious
congregation devoted to helping those in great need. In 1979, Mother
Teresa was awarded the Nobel Peace Prize and became a symbol of
charitable, selfless work. In 2016, Mother Teresa was canonised by the
Roman Catholic Church as Saint Teresa.
 POPE JOHN PAUL II – Pope John Paul II was one of the most
memorable Pope’s in the modern age. He lived through the centuries most
turbulent times and offered a clear moral stance and direction to the
 Catholic Church. He also played an important role in the transition from
Communism to greater democracy in Eastern Europe. 

Activity 2. Visit a special class of giftedness and talented pupils in a school near
your home. Talk to them, keeping in mind the characteristics that you have
learned in the module. Write a report on your findings.

 In November 6, 2021, Saturday morning at exactly 11:00, we interviewed

one gifted and talented student in Brgy. Can-Uguib Abuyog, Leyte.
Currently, she was 18 years old and studied Humanities and Social Studies
(HUMSS) at Abuyog National High School. She was Kyla Christine Habagat
a gifted and talented student, and has a dream of becoming a councillor
and a writer. Her disorder was in-born but she try to undergo operation,
for a while she was able to see but suddenly her vision were blacken
again. During her study she can able to follow commands, patterns, name
objects and put things in order and arrange them properly. She can also
perform tasks at home like washing the dishes and cleaning. 

From kinder until grade four she uses braille method to learn letters,
numbers, symbols, and designs. But now she can wrote words and ideas
in a regular paper. During this modular learning she was guided by her
family and visited by her teachers to discuss to her the different topics
using linguistic approach in letting her imagine symbols and numbers. In
the time that she able to see things, she familiarize letters and symbols
that’s why until now she can imagine those or can visualize it in her mind
through touching the copied letters from her textbooks.

Evaluation
1. Using the matrix, compare and contrast the theories and definitions of
intelligence as advanced by the proponents.
Theory of
Proponent Definition of Intelligence
Intelligence
Alfred Binet and The Binet-Simon Scale The measurement of intelligence
Theodre Simon (1890s) by the application of a test
consisting of tasks and problems
graded in terms of mental age.
Charles Spearman Spearman’s TwoFactor It says that the theory explains
Theory of Intelligence that if one knows how a
(1904) person performs on one that
is highly saturated with “g”, one
can safely predict a similar level
of performance for another
highly “g” saturated task
Lewis M. Terman Terman’s Standford It is a standardized test that
Binet Individual assesses intelligence and
Intelligence Test (1906) cognitive abilities in children,
beginning at age two, and in
adults.
Edward L. Thorndike Thorndike's Stimulus Thorndike is cited for his work
Response Theory on what he considered as the
(1920s) two most basic intelligences:
trial and error stimulus response
association. His propositions
stated that stimulus response
connections that are repeated
are strengthened while those
that are not used are weakened.
Louis L. Thurnstone L.L. Thurstone's This theory stated that
Multiple Factors Theory intelligence is made up of
of Intelligence (1938) several primary mental abilities
rather than a general factor and
several specific factors. His
Multiple Factors Theory of
Intelligence identified the seven
primary mental abilities as
verbal comprehension, word
fluency, number facility, spatial
visualization, associative
memory, perceptual speed, and
reasoning.
J.P. Guiford Guilford's Theory on the The theory on the structure of
Structure of the intellect the intellect (SOI) advances that
 (1967) human intelligence is composed
of 180 separate mental abilities
(the initial count was 120) that
have been identified through
factor analysis.
Robert Sternberg Sternberg's Triarchic He theorized that intelligence is
theory of Intelligence a fixed capacity of a person.
(1982) Hence, with higher intellectual
capacities, as in the case with
children and youth who are
gifted and talented, almost
every task can be achieved at a
high level of performance.
Howard Gardner Gardner's Theory of The MI theory advances that in
Multiple Intelligences teaching anything, a parent or a
(1983) teacher can draw on a child's
many intelligences which are
linguistic, logicalmathematical,
bodilykinesthetic, spatial,
musical, interpersonal,
intrapersonal, and naturalist.
The theory rejects the idea of
central intelligence, rather it
subscribes to each his own
learning style.

2. What is creativity? Why is it considered as the highest expression of

giftedness?
 Creativity is one of the highest forms of human expression. According to
Sternberg, he suggests that creative, insightful individuals are those who
make discoveries and devise the inventions that ultimately change society.
It is considered as the highest expression of giftedness because creativity
is include as an expression of giftedness, this goes along skills such as
leadership, intellectual or academic achievement, and the ability in visual
and performing arts.
3. Quote the portion of definition of giftedness by the authorities mentioned
under the following headings:
a. Intelligence
 Gifted and Talented children are capable of high performance and
demonstrate potential ability in any of the following six areas: general
intellectual ability; specific academic aptitude; creative or productive
thinking; leadership ability; ability in the visual or performing arts; and
psychomotor ability. (Federal, 1972)

b. Creativity
 The definition sates that giftedness results from the interaction of: (1)
above-average general abilities; (2) a high level of task commitment; and
(3) creativity. Gifted and talented are those: possessing or capable of
developing this composite sets of traits and applying them to any
potentially valuable area of human performance. (Renzulli’s, 1978)

c. Talent
 “Possessing demonstrated or potential abilities that give evidence of high
performance capability in such areas as intellectual, creative, specific,
academic or leadership ability, or in the performing or visual arts, and
who, by reason thereof require service or activities not ordinarily provided
by the school.” (The Gifted and Talented Children’s Act of 1978)
d. Task commitment
 “Those individuals who, by way of having certain learning characteristics
such the ability to lean school-related subjects matter rapidly and
accurately with a minimum of drill and repetition” (Piirto’s, 1999)

e. Leadership role
 Possessing demonstrated or potential abilities that give evidence of high
performance capability in such areas as intellectual, creative, specific,
academic or leadership ability, or in the performing or visual arts, and
who, by reason thereof require service or activities not ordinarily provided
by the school.” (The Gifted and Talented Children’s Act of 1978)