Lesson 4

LEARNERS WHO ARE

GIFTED AND
TALENTED
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FAITH DYAN ARBUES, IAN CARLO DIAZ,MA.MAE BORNALES,JOSHUA DORADO

 Definition of Gifted and Talented
The Gifted and Talented Children’s Act of
1978 defined gifted and talented children as
those
”possessing demonstrated or potential
abilities that give evidence of high
performance capability in such areas as
intellectual, creative ,specific, academic or
leadership ability, or in the performing or
visual arts and who, by reason thereof
require service or activities not ordinarily
provided by the school”.
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Piirto’s 1999 definition states that the gifted
are ”those individuals who, by the way of
having certain learning characteristics
such as superior memory, observational
powers, curiosity, creativity and the ability
to learn school-related subject matters
rapidly and accurately with a minimum of
drill and repetition, have a right to an
education that is differentiated according
to those characteristics”.

FAITH DYAN ARBUES

 Renzulli’s Three-Trait- stated that giftedness results from the
interaction of:
1.above-average general abilities
2.High level of task commitment and
3. Creativity
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FAITH DYAN ARBUES

 CHARACTERISTICS OF THE GIFTED AND TALENTED
CHILDREN

The giftedness and talent are a complex condition that covers a wide range of
human abilities and traits. That is why it must be clearly understood that giftedness
and talent vary according to social contexts. Some students may excel in the
academic subjects but may not show special talents in the arts. On the other hand
students who show outstanding talent in sports and athletics, visual and performing
arts or those with leadership abilities may show only average or above average
performance in academic subjects.

Highly gifted students, according to Silverman’s studies (1995) have IQ scores 3

standard deviations or greater above the mean. The IQ score is greater than 145, or
35 to 55 points more or even higher than the average IQ scores of 90 to 110.
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FAITH DYAN ARBUES

 • Keen powers of observation.
• Learned or read very early, often before school
age.
• Reads widely and rapidly.
• Well-developed vocabulary-takes delight in using
unusual and new words.
• Has great intellectual curiosity.
• Absorbs information rapidly - often called
sponges.
• Very good memory - can recall information in
different circumstances.
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• Have the ability to concentrate deeply for
prolonged periods.
• Very good powers of reasoning and problem
solving.
• Have intense interests.
• Have a great interest in "big" questions, e.g. the
nature of the universe, the problem of suffering in
the world, environmental – issues.
• Very sensitive perhaps getting upset easily.
• Very concerned about rights and wrongs,
concerned about injustices.
• Possess unusual imagination.
FAITH DYAN ARBUES
 Gifted Learners
Bright Child

• Asks the questions – sometime deep, probing, abstract

• Knows the answer
questions
• Top group
• Beyond top group
• Absorbs information
Vs. • Manipulates information
• Learns with ease
• Already knows
• Is pleased with learning own
• Is highly self-critical – can be perfectionistic
• to the point of tantrums when young
Enjoys school
• Enjoys learning – but may hate school
• Completes assignments
• Initiates projects
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IAN CARLO DIAZ

 Gifted students generally have unusual talent in one or occasionally two areas. No child will be gifted in all six, but some
may be in more than one area. Within specific academic ability, students again usually have one or two subjects that they
are best in and passionate about.

Six areas where we will find giftedness;

Leadership

Creative General
Thinking Intellectual
Ability

6 Areas of
Giftedness

Psychomotor Visual/
Performing Arts
Specific
Academic
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Ability

IAN CARLO DIAZ

 CREATIVE THINKING
LEADERSHIP

• Independent thinker
• Assumes responsibility
• Exhibits original thinking in oral and
write expression
• High expectations for self and others
• Comes up with several solutions to a
• Fluent, concise self-expression
given problem
• Foresees consequences and implications of
• Possesses a sense of humor Creates and
decisions
invents
• Good judgment in decision making
• Challenged by creative tasks Improvise
often
• Like structure
• Does not mind being different from the
crowd
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IAN CARLO DIAZ

 GENERAL INTELLECTUAL
PSYCHOMOTOR
ABILITY

*Challenged by difficult athletic activities

*Formulates abstractions
*Exhibits precision in movement
*Process information in complex ways
*Enjoys participation in various athletic
opportunities
*Excited about new ideas
*Excels in motor skills
*Enjoys hypothesizing
*Well-coordinated
*Learns rapidly
*Good manipulative skills
*Uses a large vocabulary
*High energy level
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IAN CARLO DIAZ

 SPECIFIC ACADEMIC
ABILITY
*Good memorization ability
*Advanced comprehension
*Acquires basic skill knowledge
quickly
*Widely read in special interest area
*High academic success in special
interest area
*Pursues special interest with
enthusiasm and vigor
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IAN CARLO DIAZ
VISUAL PERFORMING ARTS
*Outstanding in sense of spatial
relationships
*Unusual ability in expressing self,
feeling, moods etc., through dance,
drama, music etc.
*Good motor coordination
*Exhibits creative expression
*Desire for producing "own product"
(not content with more copying)
*Observant
 Assessment of Gifted and Talented Children

Similar to the screening and location and identification and assessment of exceptional children, the
following processes are employed:

1. Pre- referral intervention

Exceptional children are identified as early as possible. Teachers are asked to nominate
students who may possess the characteristics of giftedness and talent through the use of a
Teacher Nomination Form.
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 Assessment of Gifted and Talented Children

2. Multi Factored evaluation

Information's are gathered from a variety of sources using the following materials:
• Group and individual intelligence test
• Performance in the school-based achievement tests
• Permanent records, performance in previous grades, awards received
• Portfolios of student work
• Parent, peer, self-nomination
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 Strategies for Teaching
Gifted and Talented Students
 

• Create alternative activities that go beyond the regular curriculum.

• Work with students to design an independent project that they would be interested in completing
for credit.

• If possible, involve students in academic competitions in your area.

• Create tiered assignments, which have different expectations for different levels of learners.
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 Five Ways to Support Gifted Students in Your Classroom

1. Learn how gifted students think.

If you want to support gifted students in your classroom, it's important

that you make an effort to learn how they think and learn about the
different struggles they face. Understanding that gifted students have
special needs, requirements, and trends in behavior will help you meet
their needs and better support them in the classroom.
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 2. Created tiered assignments for students
Tiered assignments can help you meet the needs of all
students. Choose the basic standard objective and design an
assignment on that standard to make the middle tier. Once the
middle tier is finished, you make the other tiers by adding
support for at-risk children and adding challenge for gifted
students. Here are two simple ways you can add challenge to
assignments:

• Give gifted students more complex numbers in a math

assignment or a more difficult text to read.
• Add a second component to assignments, such as having
them apply the skill they've learned to a real-world
situation or asking them to write an explanation of their
thinking.
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 3. Include a variety of levels in your classroom library.

Make sure your classroom library has a variety of texts to

support the reading ability and interests of gifted students.
You can also encourage students to bring reading materials
from home, but make sure the materials they bring challenge
them to learn new words and increase their reading skills.

4. Utilize their talents and interests

Gifted students are often asked to do busy work when they finish
assignments ahead of others. Instead of taking that approach, try
utilizing gifted students' talents and interests to further explore a
skill. For example, students could write or draw something related
to the assignment/skill or they could act out solutions to the
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problem or project.
 5. Explore real-word application.

Gifted students understand math algorithms, science concepts,

and grammar rules very quickly. You can encourage them to
move beyond the skill they're learning by applying it in the
real world. For example, they can explore how area and
perimeter affect an architect's design or how scientists use
animal classification to understand animal life and how it
functions.

Create a differentiation strategy for your classroom with the

educational materials.
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 Thank You
&
God Bless

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