Unit 1. A.

GIFTED/TALENT
ED
Ms. Bharavi S. V.
Gifted/Talented
 Cognitive Characteristics of Intellectually Gifted Students

 Process and retain large amount of  See unusual relationships among

information disciplines or objects
 Comprehend materials at advanced levels  Adept at generating original ideas and
 Curious and have varied and sometimes solutions to problems
intense interests  Persistent, goal-oriented, and intense on
 High level of language development and topics of interest
verbal ability  Form their own ways of thinking about
 Possess accelerated and flexible thought problems and ideas
processes
 Cognitive Characteristics of Intellectually Gifted Students

 Learn things at an earlier age than peers

 Transfer knowledge and apply it to new
 Need for freedom and individuality in learning
situations
situations
 May prefer to work alone
 High desire to learn and seek out their own
interests  May be early readers
 Abstract thinkers at an earlier age than peers  May possess high energy levels and longer
attention span
 Prefer complex and challenging work
 Affective Characteristics of Intellectually Gifted Students
 Possess large amounts of information  Develop inner controls early
about emotions
 Possess unusual emotional depth and intensity
 May possess an unusual sensitivity to the
 Exhibit high expectations of self and others
feelings of others

  Display a strong need for consistency in

Possess a keen or subtle sense of humor
themselves and others
 Possess a heightened sense of self-
 Possess advanced levels of moral judgment
awareness

 Idealism and sense of justice appear at an

early age
 Models of Giftedness

Renzulli’s Three
Ring Conception
of Giftedness
 Models of Giftedness

Tannaenbaum
Psychosocial
definition of
Giftedness
 Models of Giftedness

Gardner’s
Multiple
Intelligence
Theory
 Models of Giftedness

Sternberg
Triarchic
Theory
 Models of Giftedness

Gagne’s
Differential
Model of
Giftedness and
Talent
 Gifted/Talented
 Gifted students are referred in previous literature as outstanding students who possess the
above level performance.
 Gifted students
are unique and require parents and educators to modify both home and school
environments to meet their strong need to know (Manning, 2006).
 Giftedness is a very broad term in which different categories of giftedness have been
included, such as
 academically gifted,
 creatively gifted,
 talented and intellectually gifted.
Each category of giftedness are different from another
 Identification of Intellectually Gifted
▧ Giftedness is traditionally defined as having an intelligence quotient (IQ)
more than 130.
▧ It also indicates the level of potentialities.
▧ Due to lack of conceptual clarity as to the nature of Giftedness,
identification processes have varied widely (as cited in Neerja, 2012).
▧ There are wide varieties of characteristics of giftedness which could not
assess by IQ test;
▧ therefore, many researchers used multiple criterion approach to
identify the gifted learners in classroom.
 Identification of Intellectually Gifted
▧ Gifted students can be identifying by two basics measures: Subjective and Objectives
measures.
Subjective measures
▧ are based on structured observation of the students.
▧ These include teachers, parents, peer, and self-nomination along with anecdotal record
prepared by the investigators.
Objectives measures
▧ are standardized test of ability or achievement which includes IQ tests, and other forms
of psychometric testing,
▧ standardized performance test, dynamic testing and off level testing (Merick&Targett,
2004).
 Objective Measures of identification
▧ These measures are quantitative in nature
▧ Provides a standardized measure of something in particular such as
ability or achievement.
▧ They produce comparable scores that indicate potential relative to a
large population of students and these includes:
1. An IQ test
2. Aptitude or ability test measures a child’s potential
3. Standardized Achievement test measures a child performance or current
level of achievement
4. Formal checklists and interviews
 Subjective Measures of identification
▧ These measures provide the information which are based on structured or anecdotal
observations of the child.
▧ They may include:
1. Teacher developed test and assessment that can be effective identification tools for
talented student who are motivated and performing well.
2. Parents and peers observation also used as a assessment tool for identification of
gifted students
3. Self-nomination form is also a useful tool to assess the area of special abilities and
talents within the individual.
The methods mentioned above are useful methods in order to identify gifted students in
regular classrooms
 Educational Provisions for the Gifted Students

1. Enrichment
 Educational provisions for the gifted students –
2. Acceleration
Subject-based acceleration 2. Acceleration
Grade-based acceleration
Early entrance to school: The child studies at Grade-skipping: Students reduce the school levels
school at an early age. required.
Compacting curriculum: Shortening or replacing Multi-graded classes: In schools with few students,
the regular curriculum with material appropriate two school levels can be combined.
for the gifted child‟s experience and ability.
Single-subject acceleration: The gifted student Grade telescoping: In one year, the student
skips subjects in the specific curriculum so as to completes the curriculum of several years
advance subjects based on the student‟s
mastery.
Advanced Placement (AP): Advanced content Testing out examination: If the students pass the
and skills designed for secondary school. test of subject matter for a semester or a year, they
can move to a higher grade with advanced subjects
Early admission to university: Students move into
university at a younger age than others.
 Educational provisions for the gifted students –
3. Ability Grouping
Whole-class strategies
Multi-level classes (XYZ): Based on the ability of
students in the same grade, they are separated
into groups and these groups are instructed, for
the full day or a single subject, in different
classrooms with the same curricular materials.
Full-time ability grouping: The curriculum adapts
with more educational experiences to provide
specifically for gifted students as a group
Small-class strategies
Within-class grouping: Gifted students are grouped in a single
classroom, and then divided into small groups with different
instructional materials.
Pull-out programmes: For some hours during the school day,
students move to a resources room to engage in enrichment
activities with different-grade students and with gifted
programme teachers.
Cluster grouping: Academically talented students in the same
grade are grouped in a classroom of mixed ability and provided
with different instruction (requires a highly qualified teacher)
Cross-grade grouping: Based on academic achievement in a
subject, students from different grades are grouped so that
teachers can teach the subject in different classrooms with
different curricular material.
Mixed-ability cooperative grouping: Heterogeneous groups of
students work on their own and cooperate to solve problems
and prepare lessons