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1. Gifted & Talented PLM Years 7 & 8 Term 1, 2009 J. Smith

2. Definitions of Giftedness

5. Renzulli’s Three-ring Model

6. Activity: HOT or NOT

7. Student feedback 2008

14. Constructs abstractions Grasps the meaning 1-2 repetitions for mastery 6-8 repetitions for mastery Already knows Learns with ease Shows strong feelings and opinions Listens with interest Beyond the group Top group Discusses in detail, elaborates Answers the questions Plays around, yet tests well Works hard Has wild, silly ideas Has good ideas Is mentally and physically involved Is attentive Is highly curious Is interested Asks the questions Knows the answers Gifted Learner Bright Child

15. Is keenly observant Is alert Is highly self-critical Is pleased with own learning Thrives on complexity Enjoys straightforward, sequential presentations Good guesser Good memoriser Inventor Technician Manipulates information Absorbs information Enjoys learning Enjoys school Creates a new design Copies accurately Is intense Is receptive Initiates projects Completes assignments Draws inferences Grasps the meaning Prefers adults Enjoys peers Gifted Learner Bright Child

20. One of the greatest gifts we can give a gifted student is the opportunity and encouragement to risk temporary ‘failure’ in the secure environment of a classroom which encourages all students, including the gifted, to let their reach exceed their grasp. - Professor Miraca Gross, UNSW

23. Differentiating the Curriculum

24. Pre-testing

31. Product modifications for gifted students should: • involve real world problems • be for real world audiences • require real deadlines • require transformation of learning • involve appropriate assessment and evaluation • involve extended or accelerated outcomes

35. Effective Practices Integrated Learning Tasks Ability grouping Using technology- wikis for learning Faster pacing Using real-world situations and problems Student-led classes Using experts Student-generated rubrics Negotiated Assessment Tasks Higher order thinking/questioning