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Prof Ed 4 - Gifted and Talented Children

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Jean Diaz Čmelik
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100 views22 pages

Prof Ed 4 - Gifted and Talented Children

Uploaded by

Jean Diaz Čmelik
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Gifted and talented

children
Gifted: having extraordinary
intellectual ability and creativity.

Who is
Gifted and
Talented? Talented: having exceptional
skills and ability in a specific
area such as art, music,
science, and language.
Definitions:

1. Federal 2. New 1. Renzulli’s


Definition Proposed Three-Trait
Definition of Definition
Outstanding
Talent
1. Federal
Definition

“The term ‘gifted and talented’, when used with respect to


students, children, or youth means students, children, or
youth who give evidence of high achievement capability in
such as areas as intellectual, creative, artistic, or leadership
capacity, or in specific academic fields, and who need
services or activities not ordinarily provided by the school in
order to fully develop those capabilities.”
2. New Proposed
Definition of
Outstanding Talent

Children and youth with outstanding talent perform or


show the potential for performing at remarkable high
levels of accomplishment when compared with others of
their age, experience, or environment..
3. Renzulli’s Three-
Trait Definition

a) Above-average general abilities: Within the above


average abilities, Renzulli makes a difference between
general abilities (like processing information, integrating
experiences, and abstract thinking) and specific abilities
(like the capacity to acquire knowledge, perform in an
activity).
3. Renzulli’s Three-
Trait Definition

A high level of task commitment: Under task


commitment, he understands motivation turned into
action (like perseverance, endurance, hard work, but also
self-confidence, perceptiveness and a special fascination
with a special subject).
Displays logical and analytical thinking
Is quick to see patterns and relationships
Masters’ information quickly Learning
Strives for accurate and valid solutions to
problems
Characteristics
Easily grasps underlying principles

Like intellectual challenge Reasons things out for her or himself

Jumps stages in learning Formulates and supports ideas with


evidence
Seeks to redefine problems, pose
Can recall a wide range of knowledge
ideas, and formulate hypotheses
Independently seeks to discover the
Finds as well as solves problems
why and how of things
Self-Determination
Characteristics

Is skeptical of authoritarian pronouncements


Questions arbitrary decisions
Pushes teachers and adults’ explanations
Displays a precocious interest in ‘adult’ problems.
Is reluctant to practice skills already mastered
Is easily bored with routine tasks
Expresses ideas, preferences, and opinions forthrightly
Relates well to older children and adults, and often prefers their company
Asks searching questions
Creative Produce original ideas Generates unusual
insights
Thinking Displays intellectual
playfulness, imagination, Enjoys speculation and

Characteristics and fantasy thinking about the future

Creates original texts or Demonstrates awareness

invents thing of aesthetic qualities

Is prepared to experiment
Is not afraid to be
with novel ideas and risk
different
being wrong
Generates a large
Is prepared to experiment
number of ideas with novel ideas and risk
being wrong
Takes the initiative in social
situations
Is popular with peers Social Leadership
Communicates well with others
Characteristics
Actively seeks leadership in social
situations

Shows ability to inspire a group to meet


Actively seeks leadership in sporting
goals
activities
Persuades a group to adopt ideas or
Is socially mature
methods
Is willing to take responsibility
Is self-confident
Is synthesizes from group members
Is adaptable and flexible in new
situations to formulate a plan of action
Motivational
Characteristics

Strives for high standards of personal achievement


Is self-directed
Is highly self-motivated and sets personal goals
Is persistent in seeing task to completion
Becomes committed to and absorbed in tasks
Tends to be self-critical and evaluative
Is reliable
Prefers to work independently
Biological Factors:

What Causes
Psychologically, giftedness is believed to
be a gift that has a genetic origin and is at
least partly innate which may not be clear
at an early stage but rather an inclination
Giftedness?
that the child may possess the gift.

Social/Environmental Factors:
Neuropsychological studies claim
External variables are defined as factors
that in information processing, that influence a person’s decision-making
gifted individuals have enhanced process. In particular, the influences of:
brain activity localized in the right · Peers
hemisphere. · Family
· School environment
Types of Giftedness

by Betts and Neihart


TYPE 1:
THE SUCCESSFUL
TYPE 1:
THE SUCCESSFUL
TYPE 2:
THE CHALLENGING
TYPE 3: THE
UNDERGROUND
TYPE 4: THE
DROPOUTS
TYPE 5: THE
DOUBLE LABELLED
TYPE 6: THE
AUTONOMOUS
LEARNER
THANK YOU!

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