Children and whenever applicable, youth, who are identified at the preschool elementary or secondary level as possessing demonstrated or potential high performance capabilities in areas such as intellectual, creative specific academic, or leadership ability or in the performing and visual art and who by reason there of require services or activities not ordinarily provide by the school.
Teaching Implications-
Gifted behaviors. One way to begin finding gifted children is to focus on a range of behaviors that occur in the daily conversations, activities, and responses to learning opportunities in and around the classroom. Here is a list of characteristics common in gifted four-, five-, and six-year olds:
express curiosity about many things
ask thoughtful questions
have extensive vocabularies and use complex sentence structure
are able to express themselves well
solve problems in unique ways
have good memories
exhibit unusual talent in art, music, or creative dramatics
exhibit especially original imaginations
use previously learned things in new contexts
are unusually able to order things in logical sequence
discuss and elaborate on ideas
are fast learners
desire to work independently and take initiative
exhibit wit and humor
have sustained attention spans and are willing to persist on challenging tasks
are very observant
show talent in making up stories and telling them
are interested in reading.
Consulting with parent
since about 80% of the parent population can identify their children's giftedness by ages four or five, a short cut to finding these students is to consult with parents. They have spent hours every day with their children over a consecutive number of years, observing them closely and interacting with them in a variety of contexts.
In most cases, this makes them the most realistic predictors of their children's abilities and needs. Teachers can begin to tap this resource by composing a short letter at the beginning of the year introducing themselves, describing the goals for the year, and asking specific questions about the children's strengths, learning styles, and interests. Later, they can develop a system for sharing information and insights as the year progresses.
Portfolios
In most cases, this makes them the most realistic predictors of their children's abilities and needs. Teachers can begin to tap this resource by composing a short letter at the beginning of the year introducing themselves, describing the goals for the year, and asking specific questions about the children's strengths, learning styles, and interests. Later, they can develop a system for sharing information and insights as the year progresses.
Portfolios
Portfolios present another option for a talent search in the classroom. A portfolio is a collection of products (e.g., assignments, paintings, drawings, stories, observations) from school, home, or a community center. It is a repository of what a child has done or can do.
Assitive Technology
Direct Instruction (DI)
Direct Instruction is a highly structured teaching strategy that breaks down skills into specific components and teaches them in a controlled and scripted sequence. DI methodology involves:
Scripted lesson plans – Teachers use pre-developed scripts to teach skills. These scripts are field-tested and revised to ensure students learn the material quickly and accurately.
Rapid-paced, intense interaction with students – The teacher directed instruction is interspersed with group and individual student responses. Teachers generate 10-14 responses a minute from each child.
Correcting mistakes immediately – Students are corrected immediately when they make a mistake. This should prevent students from learning bad habits or incorrect skills.
Homogeneous skill grouping – Students are grouped by performance or ability level. DI proponents say homogeneous grouping allows students to progress at the fastest pace while ensuring no students fall behind. These groups should be flexible, allowing students who are progressing quickly or struggling at their group’s pace to be reassigned.
Frequent assessment – Frequent assessment enables teachers to ensure all students are learning the material and regroup children when needed.
Teaching to mastery – A group does not move on until all the children in the group have learned/understood the material.
Direct Instruction is a highly structured teaching strategy that breaks down skills into specific components and teaches them in a controlled and scripted sequence. DI methodology involves:
Scripted lesson plans – Teachers use pre-developed scripts to teach skills. These scripts are field-tested and revised to ensure students learn the material quickly and accurately.
Rapid-paced, intense interaction with students – The teacher directed instruction is interspersed with group and individual student responses. Teachers generate 10-14 responses a minute from each child.
Correcting mistakes immediately – Students are corrected immediately when they make a mistake. This should prevent students from learning bad habits or incorrect skills.
Homogeneous skill grouping – Students are grouped by performance or ability level. DI proponents say homogeneous grouping allows students to progress at the fastest pace while ensuring no students fall behind. These groups should be flexible, allowing students who are progressing quickly or struggling at their group’s pace to be reassigned.
Frequent assessment – Frequent assessment enables teachers to ensure all students are learning the material and regroup children when needed.
Teaching to mastery – A group does not move on until all the children in the group have learned/understood the material.
References
Recognizing and nurturing giftedness in young children
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Many parents say, "I know what giftedness is, but I can't put it into words." This generally is followed by reference to a particular child who seems to manifest gifted behaviors
Heward, L. William, Exceptional Children: An Introduction to Special Education, 9th edition, Merrill/Prentice Hall, 2009
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