FOSIE-GIFTED-TALENTED-LEARNERS. GIFTED.pptx

FOSIE-GIFTED-TALENTED-LEARNERS.

1. Reported by: Porlayagan, Jenny Joy P. BSEd 4A- English Types, Characteristics, and Identification of Gifted and Talented Learners

2. The term "gifted" and "talented" convey different meanings to different people. Indeed, even among experts, the use of these terms is ambiguous and inconsistent, and there is not one uniform definition that is universally accepted. Definition of Giftedness

3. Nevertheless, it is considered acceptable to use these terms interchangeably, such as when we say " gifted learner" or "talented learner", pertaining to the same person (David, Rimm , & Siegel, 2014) Definition of Giftedness

4. Definition of Giftedness For uniformity in terminology in this chapter, we will refer to gifted and talented learners as "gifted learner" and we will refer to their characteristics as "giftedness"

5. The diverse definitions given to giftedness can be placed under five categories (Davis et al., 2014; Stankowski, 1978) After-the-fact Definitions IQ Definitions Percentage Definitions Talent Definitions Creativity Definitions

6. After-the-fact Definitions Those who consistently perform outstanding and achieve in a valuable area are considered "gifted" or "talented"

7. 2. IQ Definitions Those who get a score above a certain cutoff point in an intelligence test are considered "gifted" or "talented".

8. Limitations: 1. Its focus on intelligence as traditionally defined ignores creative and artistic gifts 2. It does not take into account gifts in specific areas

9. Limitations: 3. It discriminates against disadvantaged students and, 4. Students who are just a few points below the cutoff score are automatically considered "not gifted"

10. 3. Percentage Definitions Those who belong to a fixed proportion that school district sets are considered "gifted" or "talented". ( e.g., a school/district may consider the top 5% of students as "gifted" )

11. 4. Talent Definitions Those who excels in specific aesthetics are considered "gifted" or "talented".

12. 5. Creativity Definitions Those who possess superior creative abilities are considered "gifted" or "talented". However, whether creativity is an acceptable selection criterion for giftedness is still debatable.

13. IMPORTANCE OF RECOGNIZING GIFTED LEARNERS it is important to determine gifted learners, as failure to do so could have deleterious consequences to the child's learning. When children’s gifts and talents are identified, it helps you support children’s learning and development needs.

14. Problems that May Be Giftedness in Disguise Here are some signs that may be hiding giftedness in plain sight. Getting bored of classroom activities. Getting annoyed with instructions. Avoiding classes or zoning out between discussions.

15. 4. Not doing homework and avoiding classroom activities. 5. Throwing tantrums or sensitive behavior. 6. Failing to fit in the classroom or make friends.

16. CHED MEMO 74-77 SERIES OF 2017 Policies, Standards, and Guidelines for BEEd , BSEd , BECEd , BSNEd require that a Professional Education course of Foundation of Special and Inclusive education be taken by all teacher education students in order to ensure that all teachers have the basic knowledge in handling learners with disabilities, giftedness, and talents.

17. DepEd Order 21, series of 2019 the Policy Guidelines on the K-12 Basic Education program, embedded inclusive education in K-12 curriculum. Inclusion in this policy is the core principle, the key standard and the principle of the curriculum, where the right of every Filipino to quality, equitable, culture-based and complete education are promoted through existing programs such as SPEd , Indigenous People Education, Madrasah Education, and Flexible Learning Options (FLOs) including Alternative Delivery Modes (ADMs) and the Alternative Learning Systems (ALS)

18. DepEd Order 21, series of 2019 the DO also presented an Inclusive Education Policy Framework for Basic Education that provides an overall framework for implementation for programs that directly promote inclusive education

19. CHARACTERISTICS OF GIFTED LEARNERS The intellectual Characteristics of a Gifted Learner are: Exceptional reasoning ability Being curious intellectually Learning quickly Being able to do abstractions Having complex thought processes Having vivid imaginations

20. CHARACTERISTICS OF GIFTED LEARNERS The intellectual Characteristics of a Gifted Learner are: Also shows early moral concerns has passion for learning has the ability to concentrate thinks analytically creative has a keen sense of justice has a capacity to reflect deeply

21. The Non-intellectual Characteristics of a Gifted Learner are: May not always follow the rule Tends to be domineering and argumentative Tends to tune out Excessively competitive CHARACTERISTICS OF GIFTED LEARNERS

22. The Non-intellectual Characteristics of a Gifted Learner are: May also have a tendency toward tunnel vision Be excited easily Have a sharp sense of humor Usually has tendency to become a compulsive collector. CHARACTERISTICS OF GIFTED LEARNERS

23. Personality-wise, a gifted learner is insightful.

24. Giftedness may also entail having an excellent sense of humor as well as sensitivity toward others. A gifted may as well show: intensity perseverance and have an acute self awareness nonconformity tendency to question rules/authority introvert

25. Assessing giftedness may be challenging and one might have to look beyond the factors: disruptive behavior negative attitude weakness in learning poor match of students with the teachers students lack of effort

26. Other factors such as culture and poverty must be considered when accessing a learner giftedness (Baxter, n.d.)

27. Profiles of Gifted Learners Betts and Neihart (2004; 2007) did a profiling of gifted, talented and creative learners and were able to arrive at six types. These are the following: Type I: The Successful Type II: The Creative Type III: The Underground Type IV: The At-risk Type V: Twice Exceptional Type VI: The Autonomous Learner

28. Profiles of Gifted Learners Type I: The Successful This learner is a convergent thinker who learns easily and excels in exams, one who is eager to gain the approval of parents and teachers and to be likely by peers. This learner also possesses positive self-concept but is unaware of deficiencies

29. Profiles of Gifted Learners 2. Type II: The Creative This learner is divergently gifted. However, it can be challenging when this learner's needs are not met. There is a tendency for one to go unidentified, question authority, and be non-conforming. Due to the little recognition this type of learner receives, one usually experiences self-esteem issues and is at a high risk for eventual drop out from school.

30. Profiles of Gifted Learners 3. Type III: The Underground Due to social pressure, this learner may hide giftedness in order to fit in non-gifted peer groups. This could lead to a sudden decline in grades, and this learner may experience conflict between one's needs and the expectations of one's parents and teachers.

31. Profiles of Gifted Learners 4. Type IV: The At-risk The giftedness needs of this learner have not been met, resulting to defensiveness and anger toward adults oneself. This could lead to symptoms of depression and, withdrawal as well as acting out. This learner usually develops interests that are outside of the school's regular curriculum and has a poor self-concept.

32. Profiles of Gifted Learners 5. Type V: Twice Exceptional This learner possesses giftedness at the same time as being physically or emotionally challenged. Because of learning abilities or poor verbal abilities, this learner is not typically identified as gifted. Since school programs usually do not attend to this learner's needs, it could lead to one being discouraged, frustrated, rejected, helpless, powerless or isolated.

33. Profiles of Gifted Learners 6. Type VI: The Autonomous Learner This learner adapts easily to the school system and is able to create oneself new opportunities. This learner has a positive self-concept and receives positive attention and support for one's accomplishments. Moreover, this learner receives positive regard from adults and peers and is often put at leadership roles. this learner is independent and self-directed, which is usually the end goal for all learners.

34. Developmental milestones for typical development provide a very useful anchor to which teachers and parents can compare a child's development with developmental milestone in the areas of: Cognitive (thinking, reasoning, problem-solving, understanding) Language (expressive and receptive abilities) Motor Coordination (gross/fine motor, jumping, hopping, throwing/catching, drawing etc.) Social Interaction (Initiating peer contact, group play) Adaptive Development (dressing, eating, washing) Typical and Atypical Development

35. Age cognitive Language Motor Coordination Social Interaction Adoptive By 1 year old follows moving object with eyes recognizes differences among people responds to and imitates facial expressions of others recognizes name says two to three words besides "mama" and "dada" imitates familiar words understands simple instructions Gross Motor Sits without support crawls pull self to standing position and stands unaided smiles sponstaneously responds differently to strangers than to familiar people feeds self cracker holds cup with two hands; drinks with assistance holds out arms and legs while being dressed Typical Development Milestone

36. Age cognitive Language Motor Coordination Social Interaction Adoptive By 1 year old responds to very simple directions imitates gestures and actions put small objects in and out of container with intention recognizes words as symbols for objects; Car-points to garage, cat-meows walks with aid rolls a ball in imitation of adult Fine Motor reaches, grasps, puts objects in mouth pays attention to own name responds to "no" copies simple actions of others Typical Development Milestone

37. Age cognitive Language Motor Coordination Social Interaction Adoptive By 1 year old picks things up with pincer grasp (thumb and one finger) transfer object from one hand to other dropsand picks up toy Typical Development Milestone

38. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 1 & 2 Imitates actions and words of adult understands simple famliar directions responds to words or commands with appropriate actions understands "no" uses 10 to 20 words including names combines two words such as "daddy bye-bye" Gross Motor walks alone walks backwards pick up toys from floor without falling pulls toys, pushes toys recognizes self in mirror or picture refers to self by name plays by self; initiates own play uses spoon, spilling little drinks from cup with one hand, unassisted chew food unzip large zippers Typical Development Milestone

39. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 1 & 2 is able to match two similar objects look at storybook pictures with an adult, naming or pointing to familiar objects on request waves goodbyes and play pat-a-cake makes the "sounds" of familiar animals gives a toy when asked uses words such as "more" to make wants known seats self in child size chair walks up and down stairs with hand held moves to music imitates adult behavior in play helps put things away indicates toilet needs removes shoes, socks, pants, sweater Typical Development Milestone

40. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 1 & 2 recognizes difference between "you" and "me" has very limited attention span accomplish primary learning through own exploration points to his or her toes, eyes, and nose brings object from another room when asked Fine Motor builds tower of three small blocks puts four rings on sticks places five pegs in pegboard Typical Development Milestone

41. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 1 & 2 turns pages two or three at a time scribbles turn knobs throw samll ball paints with whole arm movement, shift hands, makes strokes Typical Development Milestone

42. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 2 & 3 responds to simple directions selects and looks at picture books, name pictured objects, and identifies several objects within one picture identifies body parts carries on 'conversation' with self and dolls asks ' what;s that?' 'where's my?' uses two-word negative phrases "no want" Gross Motor runs forward well jumps in place with two feet together stand on one foot (with aid) walks tiptoe kicks a ball forward plays near other children watches other children; joins briefly in their play defends own possessions uses spoon, liitle spilling gets drink from faucet independently opens door by turning handle take off coat Typical Development Milestone

43. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 2 & 3 matches and uses associated objects meaningfully stacks rings on peg in order of size recognizes self in mirror, saying baby, or own name forms some plurals by adding "s"; books, book has a 450 word vocabulary gives first name holds up fingers to tell age Fine Motor strings four large beads turns single pages snips with scissors hold crayon with thumb and fingers (not fist) begins to play house symbolically uses objects, self in play participates in simple group activity knows gender identity puts on coat with assistance washes and dries hands with assistance Typical Development Milestone

44. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 2 & 3 can talk briefly about what one is doing; imitates adult actions has limited attention span; learning is through exploration and adult direction combines nouns and verbs "mommy go" understand simple time concepts; "last night" "tomorrow" uses one hand consistently in most activities imitates circular, vertical, horizontal strokes Typical Development Milestone

45. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 2 & 3 solves problems by talking instead of hitting or crying answers "where" questions names common pictures and things uses short sentences like "me want more" or "me want cookies" matches three to four colors, knows big and little Typical Development Milestone

46. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 3 & 4 recognizes and matches six colors intentionally stacks blocks or rings in order of size draws somewhat recognizable picture that is meaningful to child if not adult; can tell story has a sentence length of 4-5 words has a vocabulary of nearly 1000 words names at leats one color Gross motor runs around obstacles walks on aline balances on one foot for five to ten seconds hops on one foot pushes, pull, steers wheeled toys joins in play with other children; begin to interact shares toys; takes turn with assistance pours well from small pitcher spread soft butter with knife Typical Development Milestone

47. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 3 & 4 names and briefly explains picture asks questions fro information; why and how questions requiring simple answers knows own age knows own name understands "yesterday" "summer" "lunchtime" "tonight" "little-big" begins to obey request like "put the block under the chair" rides tricycle uses slide independently jumps over six inch high object and lands on both feet together throws ball overhead catches a bounce ball begins dramatic play, acting out whole scenes buttons and unbottons large buttons washes hands independently Typical Development Milestone

48. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 3 & 4 has short attention span; learns through observing and imitating adult instructionand explanation; is very easily distracted knows his or her last name of street on which he/she lives and several nursery ryhmes Fine Motor Builds tower of nine small blocks drives nails and pegs copies circle imitates cross manipulates clay materials (roll balls, snakes, cookies) blows nose when reminded usese toilet independently Typical Development Milestone

49. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 3 & 4 has increased understanding of concepts of the functions and grouping of objects and part/whole Typical Development Milestone

50. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 4 & 5 plays with words creates own rhyming words, says or makes up words having similar sounds points and names four to six colors matches pictures of familiar objects has sentence length of 4-5 words uses past tense corrctly has vocabulary nearly 1500 words points to color red, yellow, blue, and green Gross Motor walks backward toe-heel jumps forward 10times without falling plays and interacts with other children Cuts easy foods with a knife laces shoes Typical Development Milestone

51. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 4 & 5 draws a person with two to six recognizable parts, such as head, arms, and legs; can name or match drawn parts to own body as well as throughexploration ; is easily distracted identifies triangles, circles, and squares understands "in the morning" "next", "noontime" walks up and down stair independently aletrnating feet turns somesault Fine Motor cuts on line continously copies cross dramatic play is closer to reality, with attention paid, to detail, time and space Typical Development Milestone

52. Age cognitive Language Motor Coordination Social Interaction Adoptive Between 4 & 5 can speak of imaginary conditions such as "I hope" asks many questions, asks "who?" and "why?" copies square prints some capital letters shows interest in exploring sex differences Typical Development Milestone

53. You are braver than you believe, stronger than you seem, and smarter than you think. -Winnie-the-Pooh (A. A. Milne)

54. Thank You for Listening! Reported by: Porlayagan, Jenny Joy P. BSEd 4A- English