PROF-ED-Gifted and Talented Learners.pptx

This material focuses on: The Types, Characteristics, and Identification of Gifted and Talented Learners. It includes the categories, characteristics and types of learners that are considered or to be considered as gifted or talented.

1. Types, Characteristics, and Identification of Gifted and Talented Learners

2. DEFINITIONS OF GIFTEDNESS

3. Five Categories to define Giftedness (Davis et al.; 2014; Stankowski , 1978) 1. After-the fact Definitions Those who consistently perform outstandingly and achieve in a valuable area. 2. IQ Definitions Those who get a score above a certain cutoff point in intelligence test.

4. Five Categories to define Giftedness (Davis et al.; 2014; Stankowski , 1978) Limitations of IQ Definitions: Ignores creative & artistic gifts; Does not take into account gifts in specific areas; Discriminates against disadvantaged students; Students who are just a few points below the cutoff score are automatically considered “not gifted”.

5. Five Categories to define Giftedness (Davis et al.; 2014; Stankowski , 1978) 3. Percentage Definitions Those who belong to a fixed proportion that a school or district sets. 4. Talent Definitions Those who excel in specific aesthetics or academic area/s. 5. Creativity Definitions Those who possess superior creative abilities.

6. IMPORTANCE OF RECOGNIZING GIFTED LEARNERS

7. It is important to determine gifted learners as failure to do so could have deleterious consequences.

8. Consequences such as: Demotivation Frustrations Embarrassing questions Impatience Intolerant of imperfection Sensitivity towards criticism Acting out & Monopolization Boredom

9. CHARACTERISTICS OF GIFTED LEARNERS

10. Having exceptional reasoning ability Being curious intellectually Learning quickly Being able to do abstraction Having complex thought processes Having vivid imagination INTELLECTUAL CHARACTERISTICS

11. Also shows: Early moral concern Passion for learning Ability to concentrate Analytical thinking Creative Keen sense of justice Reflection INTELLECTUAL CHARACTERISTICS

12. May not always follow rules Domineering and argumentative Tends to tune out Excessively competitive Tunnel vision Excited very easily Have sharp sense of humor Has a tendency to become a compulsive collector NON-INTELLECTUAL CHARACTERISTICS

13. Learner is insightful Has a strong need to understand and be stimulated mentally Possibility towards perfectionism High need for precision and logic Excellent sense of humor and sensitivity toward others Show intensity, perseverance and self-awareness PERSONALITY CHARACTERISTICS

14. PROFILES OF GIFTED LEARNERS

15. This learner is a convergent thinker who learns easily and excels in exams, eager to gain approval of parents and teachers and to be liked by peers. They also possess positive self-concept but is unaware of deficiencies. TYPE I : THE SUCCESSFUL

16. This learner is divergently gifted. However, it can be challenging when the learner’s needs are not meet. Due to the little recognition this type of learner receives, one usually experiences self-esteem issues and is at a high risk for eventually drop out from school. TYPE II : THE CREATIVE

17. Due to social pressure, this learner may hide giftedness in order to fit in with non-gifted peer groups. This could lead to sudden decline in grades, and this learner may experience conflict between one’s needs and the expectations of one’s parents and teachers. TYPE III : THE UNDERGROUND

18. The giftedness needs of this learner have not been met, resulting to defensiveness and anger toward adults or oneself. This could lead to symptoms of depression and withdrawal as well as acting out. TYPE IV : THE AT-RISK

19. This leaner usually develops interests that are outside of the school’s regular curriculum and has a poor self-concept. TYPE IV : THE AT-RISK

20. The learner possesses giftedness at the same time as being physically challenged. Because of learning abilities or poor verbal abilities, this learner is not typically identified as gifted. TYPE V : TWICE EXCEPTIONAL

21. This leaner adapt easily to the school system and is able to create oneself new opportunities. This has positive self-concept and receives positive attention and support for one’s accomplishments. TYPE VI : THE AUTONOMOUS LEARNER

22. Moreover, this learner receives positive regard from adults and peers, and is often put at a leadership roles. T his learner is independent and self-direct. TYPE VI : THE AUTONOMOUS LEARNER

23. TYPICAL AND ATYPICAL DEVELOPMENT

24. Developmental milestones for typical development provide a very useful anchor to which teachers and parents can compare a child’s development with. It has the following areas: cognition, language, motor coordination, social interaction, and ada ptive development.