STUDENTS WHO ARE

GIFTED AND TALENTED

Thirty years of enhancing
giftedness and talent among
Filipino children and youth.
Dr. Aurora H. Roldan, president of the Talented and
Giifted Philippines Foundation in (CTGP) and a pillar in
the education of gifted Filipino children and youth
recalled the first step of faith in the Filipino gifted that
she tookin December 1973.
 Vignettes on the children ans youth
who are Gifted and Talented.
*Meet the *Whiz kid *Aliw awards affirms Karel's
gifted by by exceptional gift. by Nestor
Natalie Edmund V. Torre.
Tomada M. -When the Aliw Foundation
Example: Silvestre, recently gave its Best New
Jon Bryan Omar Female Artist award to karel
Santiago parrenas for magnificant.(story of
Story” Rizwan. karel
 Great People of the 20th Century
Gifted and Talented All
In 1996, The editors of time, the weekly magazine
published a special edition that featured the remarkabl
characters that influenced thae forces and great
events of the past one hundred years. Titled”Great
People of the 20th Century”. te book presents the
biographies and achievements of the most momerable
and unforgettable individuals these are:
The Leaders- The The Activists- The men The Pioneers- The men
diplomats and and women who fought and women who have
dictators who have for change from outside dared to explore new
shaped the destiny the traditional halls of fiends and break down
nations. power. barriers
The Innovators- The The scientists- The The Creators- The
gifted few whose searchers whose work artists whise work
visions have change has revolutionized human has shaped and
our lives society in the span of mirrored the century.
only 100 yrs.
THE CENTRAL CONCEPTS OF GIFTE
DNESS AND TALENT
• The prominent men and women from diff.
cou tries all over the world whohave ca
rved a name for themeselves in their re
spective fields aof endeavor, as well a
s the many other people who have excell
ed in their lines of expertise , have c
olor things in common:they process the
central elements of giftedness and tale
nt namely, intelligence ir high intelle
ctual ability, creativity, talent, and
HUMAN INTELLIGENCE
• Nature of the human intellect has fascinatec
scholars and became the subject of debates,
studies and propositions as early during the t
ime of the Greek Philisophies Plato and Arist
otle

• In the 17th and 18th Century the field of psy

chology began to emerge.
THEORIES AND DEFINITIONS OF INTE
LLIGENCE
• 1.The Binet -Simon Scale(1890's)

The modern approach to understand the concepts of int

elligence began with the work of Alfred Binet, a French p
sychologist (1857-1911) and his collegue.

-Binet and Simon developed and co-uthored a test to rou

ghly measure the intellectual development of young child
ren between the ages of three to twelve.
• 2. Spearman's Two-Factor Theory of I
ntelligence (1904)
-Charles Spearman, a British psychologist (18663-
1945) advanced the two-factor theory of intelligenc
e ''g'' and ''s''

-''s'' or specific ctor which are specific to that and w

/c varies in strength from one act to another.
• 3. Terman's Standford Binet individual Intellig
ence Test (1906)
- Lewis Madison Terman, an American cognitive psycholo
gist (1877-1956), published a revised and perfected Bine
t- Simon Scale for American populations in 1906 while he
was at Standford University.

-In 1916 he adopted illiam Stern's suggestion that the rati

on between mental and chronological age be taken as a
unitary measure of intelligence quotient became known a
s the I.Q.
•4. Thorndike's Stimulus Responce
Theory(1920's)
- Edward L. Thorndike, an American psyc
hologist (1874-1949) and his students us
ed objective measurements of intelligenc
e on human subjects as early as 1903
•5. L. L. Thurstone's Multiple Facto
es Thoery of Intelligence.
-Louis L. Thurstone was an Americn Psychometrici
an (1887-1955) who studied intelligence tests and
tests of perception through factor analsis.
-His theory stated that intelligence is made up of s
everal prmary mental abilities rather than general f
actor and several specific factors.
• Multiple actors Theory of Intelligence Ide
ntified the seven Primary Mental Abilities
* Verbal Comprehension *Word Fluency
*Number Facility *Spatial Visualization
*Associative Memory *Perceptual Speed
*Reasoning
-Developed the test of Primary Mental Abilities in 1938.
• 6. Cattell's Theory on Fluid and Crystallized In
telligence
- Raymond B. Cattell, a British-American Psychologist (1
905-1998), theorized that there are two tyes of intelligenc
e.
-Fluid Intelligence-essential non verbal and relatively cult
ure free, it also onvolves adaprive and new learning capb
ilities, related to mental operations and processes on cap
acity, decay, selection and storage of information.
-crystallized intelligence- develops through the exercise o
f fluid intelligence. It is the product of the acquisition of kn
owledge and skils that are strongly dependent upon expo
sure to culture.
• 7.Guilford's Theory on the Structure of the Int
ellect(1967)
-J.P. Guilford, an American Psychologist, advanced a gen
eral theory of human intelligence whose major application
or use is for educational research, personnel selection an
d placement and the education of gifted and talented of c
hildren.
-The theory on the structure of the intellect (SOI) advanc
es the human intelligence is composed of 180 separate
mental abilities (the initial count was 120) that have been
identified through factor analysis.
The mental abilities are compositions of t
hree separate dimensions, namely, conte
nts, operations and products.
• The Four types of Contents are:

1.FIGURAL or the properties of stimuli experienced throu

gh the senses-visual, auditory, olfactory,gustatory, and ki
nesthetic.
Example: Shapes, Forms, sizes, colors, sounds, tastes, t
emperature, intensity, volumes.
• 2. Symbolic- or letters ,numbers,symbols, de
signs

• 3.Semantic- or words and ideas;

• 4.Behavioral- or actions and expressions of t

houghts and ideas.
The Five Kinds of Operations are:
• 1. Cognition - the ability to gain, recognize and discover knowl
edge;
• 2. Memory- the ability to retain, store, retrieve and recall the co
ntents of thoughts.
• 3. Divergent production- the ability to produce a variety of ide
as or solutions to a problem.
• 4.Convergent production- the ability to produce a single best
solution to a problem
• 5.Evaluation-The ability to render judgment & decide whether t
he intellectual contents are correct or wrong, good or bad.
The six Kinds of Products are:
• 1.Units -That come in single number, letter or word;
• 2.Classes- A higher order concept, for example, men and wom
en= people;
• 3.Relation-connections between and among classes and conce
pts;
• 4.System-The process of altering or restructing of intellectual c
ontent
• 5. Implication-The process making inferences from separate pi
eces of information.
Guilford developed a wide variety of psyc
hometric tests to measure the specific me
ntal abilities predicted by the theory

• 1. Evaluation of semantic units or EMU is measured by the idea

tional fluency test.
• 2.Divergent production of semantic units or DMU require the res
pondents to list all the items.
• 3.Divergent production of symbolic units or DPU involves diff. c
ontent category.
• 8. Stenberg's Triarchie Theory of Intel
ligence(1982)
-Robert Stenberg of Yale University theorized that i
ntelligence is a fixed capacity of person. Hence, wi
th higher intellectual capabilities, as in the case wit
h children and youth who are gted and talented, al
most every task can be achieved at a high level of
performance.
• Intelligence 3 main Parts or Dimensio
ns:
1.Contextual Intelligence- Emphasis intelligence
in its sociocultural contexts.
2. Experiental Intelligence-Emphasis insight and
the ability to formulate new ideas and combine see
mingly unrelated facts or information.
3. Componential Intelligence -Emphasis the effe
ctiveness of information processing.
• According to Stenberg- Component is tha underying c
ognitive mechanism that carry out the adaptive behavior
to novel situations.

2 Kinds of Component
1. Performance Components

2.Metacomponents
9. Gardner's Theory of Mulitiple Intelligence(19
83)
- Howard Garedener is a Psychologist and professor at H
arvard University Graduate School.

*Theory of Multiple Intelligences*

-He did a massive synthesis of a lot of research and gen

etic research.
The Multiple Intelligences
- The Multiple intelligence theory advances that in teachin
g anything, a parent or teacher can draw on child's many
intelligences which are Linguistic, Logical-mathematical,
Bodily-kinesthetic, Spatials, Musical, Interpersona, and n
aturalist.
- Theory rejects the idea of central intelligence rather as t
he author says, it subcribes each his own learning styles.
1.Linguistic Intelligence
2.Logical Mathematical Intelligence
3.Bodily-Kinesthetic Intelligence
4. Spatial Intelligence
5. Musical Intelligence
6.Interpersonal Intelligence
7.Intrapersonal Intelligence
8.Naturalist Intelligence
Laying the groundwork for a Lifetime of intelligence

• There are essential concepts on brain development "in utero" or

in the mothers womb that every special education student must
understand. (Healy,1996)

• Federal or American Governments Definition

-The first federal definitiom of the gifted and the talented was con
tained in the 1972 Marland Reports. Gifted and talented children
are capable of high performance and demonstrate potential abilit
y in any of the following six areas:
•General intellectual ability
•Specific academic aptitude
•Creative or productive thinking
•Leadership ability
•Ability in the visual or performing arts.
•psychomotor ability

The gifted and talented Childrens Act of 1978 defined gift

ed and talented children as those "possesing demonstrat
ed or potential abilities that give evidence of high perform
ance capability.
• Key Contemporary and Related definitions
• *Renzulli's Three-Trait Definitions. Renzulli's 1978
three-trait definition of giftedness continues to be
cited in special education literature. The definition
states that giftedness results from the interaction
of:
• 1. Above- average general abilities
• 2. high level of task commitment
• 3. Creativity
• Pirto's Pyramid Model of Talent Developm
ent

"Those individuals who, by way having certain learning c

haracteristics such as, superior memory, observational p
owers, curiosity , creativity, and the ability to lean school-r
elated subject matters rapidly and accurately with a mini
mum of drill and repetition, have a right to an education t
hat is differentiated according to those characteristics.
•Marker's Problem Solving Perspec
tive
• -According to Marker (1996) giftedness
and talent incorporates high intelligence,
high creativity and excellent problem-sol
ving skills
• Characteristics of Gifted and Talented Childre
n and Youth

• *According to Silverman's studies (1995) highly gifted st

udents have IQ scores 3 standard deviations or great
er above the mean.

• *Silverman found the followinh characteristics among th

ese highly gifted individuals:
• *intense intellectual curiosity
• * fascination with words and ideas
• * perfectionism
• *Need for precision
• *Learning in great invitive leaps
• *intense need for mental stimulation
• *Difficulty conforming to the thinking of other
s
• *Early moral and existential concern
• *Tendency toward introversion
• There times when the characteristics of gifted and talented pers
ons are misinterpreted as bodering or abnormal behavior aggre
siveness, anti social behavior and the like

• Shaklee (1989, cited in Heward 2003) listed the indentifiers of y

oung gifted and talented children as follows:
• *Exceptional learner in the acquisition and retention of knowled
ge
• a. Exceptional memory
• b. Learns quickly and easily
• c. Advanced understanding or meaning of area
• There times when the characteristics of gifted and talented pers
ons are misinterpreted as bodering or abnormal behavior aggre
siveness, anti social behavior and the like

• Shaklee (1989, cited in Heward 2003) listed the indentifiers of y

oung gifted and talented children as follows:

*Exceptional learner in the acquisition and retention of knowl

edge
• a. Exceptional memory
• b. Learns quickly and easily
• c. Advanced understanding or meaning of area
Creativity as the Highest Expression of Gi
ftedness
• Creative abilty is considered as central to the definition of gifted
ness.
Clark(1986) refers to creativity as the highest expression of gifted
ness.

Stenberg(1988) suggest that creative, insightful individuals are th

ose who make discoveries and devise the inventions that ultimat
ely change the society.
Dimensions of Creative Behavior
• Fluency- The creative person is capable of producing many ide
as per unit of time.
• Flexibility- A wide variety of ideas.
• Novelty/Originality- The creative person has a novel ideas.
• Elaboration- Ability to provide details is evidenced.
• Synthesizing ability- Abilty to put unlikely ideas together
• Analyzing Ability-Abilty to organize and reformed into new one
s.
• Ability to reorganize or redifine exixting ideas-Ability to trans
form an existing object into different design.
• Complexity-Ability to manipulate many ideas at same time is s
hown
A foremost authority on creative thinking and author
of psychological teats on creativity

1.Delight in deep thinking 7.Being different

2. Tolerance of mistakes 8. Not being well--round
ed
3. Love of on's work 9.Sense of mission
4.Clear work 10. Courage to be creati
ve
5.Enjoyment of one's work
6.Feeling comfortable as minority of one.
Assesment of Gifted and Talented child
1. Pre-referral intervention
- Use of teacher Nomination Form.

2. Multifactored Evaluation
-Info. are gathered from a variety of sources using the foll
owing materials:
*Portfolio of student's work, records and school perfoman
ce.
*Parent, peer and self nomination etc.
Differented curriculum and Instruction
al systems
-Differentiated curriculum: is modified in depth and pac
e is used in special educ. programs.

-Curriculum compacting: the method of modifying the r

egular curriculum for certain grade levels by compressing
the content, skills that high ability students.

-Enrichment: Regular curriculum allows the students to

study the content at a greater.
-Horizontal Enrichment: Adds more content and i
ncreases the learning ares not found in the regular
curriculum for the grade level.

-Vertical Enrichment: Allows the students to enga

ge in independent student, experimentation and in
vestigation.

-Self-contained class: High-ability students enroll

ed in a special class that is taught by a trained spe
cial education teacher
 THANKS
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an advanced method of design. It is a blank space. It is the most common in minimalist design. Keeping white space sounds very simple and then use