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Understanding Giftedness & Enrichment and Extension SSS 2011 Samford State School By Justin Marchesi  Gifted Education Mentor [email_address]
OVERVIEW ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why are we (teachers) confused about the G&T child? ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Gifted child … some generalisations ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Gifted child …  (cont’d) ,[object Object],[object Object],[object Object],[object Object]
What is important for the G&T child?  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
A Quote to Start… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Narrative   ,[object Object]
[object Object]
[object Object],[object Object]
[object Object]
[object Object]
[object Object]
[object Object]
[object Object]
Bright v Gifted ,[object Object],[object Object],[object Object],[object Object],[object Object]
GIFTED VERSUS BRIGHT STUDENTS   Bright Child Gifted Learner Knows the answers Asks the questions Is interested Is highly curious Is attentive Is mentally and physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest Shows strong feelings and opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefer adults
GIFTED VERSUS BRIGHT STUDENTS      Bright Child Gifted Learner Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memoriser Good guesser Enjoys straightforward, sequential presentation Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical
Compounding Factors ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Areas of Giftedness (as identified in EQ Framework) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
GAGNE’S MODEL OF GIFTEDNESS & TALENT
 
Spot the Gifted
Her family suggested she  find work as a servant. Spot the Gifted
Louisa May Alcott
His music teacher called him a hopeless composer with a terrible technique. Spot the Gifted
Beethoven
Was told that he had no  voice and could not sing. Spot the Gifted
Caruso
Was viewed as ordinary and somewhat subnormal in intellect. Spot the Gifted
Charles Darwin
Was fired by a newspaper editor  for a lack of ideas. Spot the Gifted
Walt Disney
Was considered stupid by his teachers. Spot the Gifted
Carl Jung
Did poorly in school. Spot the Gifted
Isaac Newton
Flunked college and was described as ‘unable and unwilling’ to learn. Spot the Gifted
Leo Tolstoy
Was not a success at school e.g. he failed Sixth Grade Spot the Gifted
Winston Churchill
Was thought to be retarded.  He was four before he spoke.  He was seven when he learnt to read.  He was expelled from school and condemned by his teacher as mentally slow, unsociable and a foolish daydreamer. Spot the Gifted
Albert Einstein
Was an average student is Chemistry, ranking 15/22 in the class. Spot the Gifted
Louis Pasteur
The French sculptor was regarded as an idiot and failed three times to gain entry into the School of Art. Spot the Gifted
Rodin
Enrichment and Extension 2011 Samford State School
Major References
Guiding Principles ,[object Object],[object Object],[object Object],[object Object],[object Object]
WHAT WE LEARNED FROM E&E 2010 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Major Changes 2011 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Other Changes ,[object Object],[object Object],[object Object],[object Object],[object Object]
Term 1 ,[object Object],[object Object]
Term 2 ,[object Object],[object Object],[object Object],[object Object]
Term 3 ,[object Object],[object Object]
Term 4 ,[object Object],[object Object],[object Object],[object Object]
Additional Ideas ,[object Object],[object Object],[object Object]
Reporting ,[object Object],[object Object],[object Object]
Expectations ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]

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Understanding giftedness

  • 1. Understanding Giftedness & Enrichment and Extension SSS 2011 Samford State School By Justin Marchesi Gifted Education Mentor [email_address]
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18. GIFTED VERSUS BRIGHT STUDENTS Bright Child Gifted Learner Knows the answers Asks the questions Is interested Is highly curious Is attentive Is mentally and physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest Shows strong feelings and opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefer adults
  • 19. GIFTED VERSUS BRIGHT STUDENTS  Bright Child Gifted Learner Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memoriser Good guesser Enjoys straightforward, sequential presentation Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical
  • 20.
  • 21.
  • 22.
  • 23. GAGNE’S MODEL OF GIFTEDNESS & TALENT
  • 24.  
  • 26. Her family suggested she find work as a servant. Spot the Gifted
  • 28. His music teacher called him a hopeless composer with a terrible technique. Spot the Gifted
  • 30. Was told that he had no voice and could not sing. Spot the Gifted
  • 32. Was viewed as ordinary and somewhat subnormal in intellect. Spot the Gifted
  • 34. Was fired by a newspaper editor for a lack of ideas. Spot the Gifted
  • 36. Was considered stupid by his teachers. Spot the Gifted
  • 38. Did poorly in school. Spot the Gifted
  • 40. Flunked college and was described as ‘unable and unwilling’ to learn. Spot the Gifted
  • 42. Was not a success at school e.g. he failed Sixth Grade Spot the Gifted
  • 44. Was thought to be retarded. He was four before he spoke. He was seven when he learnt to read. He was expelled from school and condemned by his teacher as mentally slow, unsociable and a foolish daydreamer. Spot the Gifted
  • 46. Was an average student is Chemistry, ranking 15/22 in the class. Spot the Gifted
  • 48. The French sculptor was regarded as an idiot and failed three times to gain entry into the School of Art. Spot the Gifted
  • 49. Rodin
  • 50. Enrichment and Extension 2011 Samford State School
  • 52.
  • 53.
  • 54.
  • 55.
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63.