Gifted Students: Who Are They What Do They Need

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Gifted Students Who Are They? What Do They Need?

• Tamra Stambaugh, Ph.D.
• Vanderbilt University
• www.pty.vanderbilt.edu

2
Who are the Gifted?

• When you hear the word gifted, what immediately
  comes to mind?
• How do you know if a child is gifted?

3
Definitions - USDOE

• Children and youth with outstanding talent
  perform or show potential for performing at
  remarkable high levels of accomplishment when
  compared with others of their age, experience, or
  environment.
• These children and youth exhibit high performance
  capability in intellectual, creative, and/or
  artistic areas, possess an unusual leadership
  capacity, or excel in specific academic fields.
  They require services or activities not
  ordinarily provided by the schools.
• Outstanding talents are present in children and
  youth from all cultural groups, across the
  economic strata, and in all areas of human
  endeavor.
• National Excellence Report, USDOE, 1993

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Characteristics

• Precocious wise beyond years in certain areas
  but immature in others
• Intense about issues of interest
• Sensitive
• Thrive on complexity enjoy ambiguity, question
  authority, note inconsistencies
• Perfectionistic
• Asynchronous in development
• Large Vocabulary (environment)

5
Gifted Elementary Students

• Wide variety of interest (in depth/flitting)
• Advanced sense of humor
• Highly verbal on subjects of interest
• Learn quickly with little practice
• Resist details and long assignments
• Prefer their work instead of teacher work
• Thrive on complexity and problem-solving

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Gifted Elementary Students

• Prefer to work alone play with one or two
  friends
• Long attention span on favorite subjects
• Strong sense of justice (tattle, fair, emotional)
• Love to experiment with ideas/methods
• Creative and nonconforming

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Gifted Adolescents

• May lack needed study skills and organization
• May find little new to learn in school or be
  frustrated with the rote or mundane
• May appear to slow down in learning
• May need to deal with the realities of being
  younger than preferred peers
• Feel pressure to perform or do great things
• Girls struggle with femininity v. smart
• Desire acceptance more than smarts

8
Fact v. Fiction What Do You Think?

• Teachers are well prepared to meet the needs of
  gifted students in the regular classroom.
• If a teacher teachers to the middle but has high
  expectations most students will have their
  academic needs met.
• Gifted students are most likely to be the
  straight A students in the school.
• Gifted students are usually gifted in a specific
  area as opposed to multiple subject areas.
• Gifted students who finish an assignment early
  should peer teach those who are still working.

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Fact v. Fiction What Do You Think?

• Teachers are well prepared to meet the needs of
  gifted students in the regular classroom.
• Approximately 17 of teachers have had training
  in gifted education.
• If a teacher teachers to the middle but has high
  expectations most students will have their
  academic needs met.
• Students need appropriate curriculum match,
  accelerated opportunities, and exposure to
  qualities of a professional.
• Gifted students are most likely to be the
  straight A students in the school.
• Many gifted students do not receive all As.
• Gifted students are usually gifted in a specific
  area as opposed to multiple subject areas.
• Gifted students who finish an assignment early
  should peer teach those who are still working.
• Impacts self-esteem in negative ways, inhibits
  learning

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Fact v. Fiction What Do You Think?

• Grouping gifted students negatively impacts
  social and academic development of gifted and
  nongifted students.
• Gifted students are at a greater risk for
  underachievement.
• Educators should expect more of gifted students
  since they are more capable.
• Gifted students have more social-emotional needs
  than the normal population.
• Parents are one of the most important influences
  in the development of student talent.

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Grouping

• Mixed Ability Groupings
• 0 effect
• Regrouping for Instruction
• With pre-assessment and adjustments to the
  curriculum
• .79 with differentiation for High Ability
• .22 with differentiation for Average Ability
• .15 with differentiation for Low Ability
• --Meta-analysis by Rogers, 1998

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Cluster Group Combined Math and Reading
Comparisons
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Non-Cluster Group Combined Math and Reading
Comparisons
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Value-Added Findings
Curbing the Trend Accelerated Curriculum
Pacing Like Peers
Student A
Proficient
Student B
--Value Added Assessment Battelle for Kids,
2005
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Fact v. Fiction What Do You Think?

• Grouping gifted students negatively impacts
  social and academic development of gifted and
  nongifted students.
• Gifted students are at a greater risk for
  underachievement.
• Educators should expect more of gifted students
  since they are more capable.
• Gifted students have more social-emotional needs
  than the normal population.
• Parents are one of the most important influences
  in the development of student talent.

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In general, gifted children are as well adjusted
as most other children

• When they do have social/emotional issues, some
  of the causes are
• Reactions to the gifted label
• Failure of the educational system to address
  uniqueness of learning needs
• Stress from self-criticalness, perfectionism,
  meeting others expectations, fear of failure

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• Which fact/fiction findings surprised you?
• What are the implications for parenting and
  supporting your childs talent?

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Gagnes Differentiated Model of Giftedness and
Talent
INTRAPERSONAL CATALYSTS

PERSONALITY Autonomy Self-Confidence Self Esteem,
etc.
MOTIVATION Initiative Interests Persistence
GIFTEDNESS Aptitude Domains Intellectua
l Creative Socioaffective Sensorimotor
Others
TALENT Fields of Talent (sample) Arts Athletics
Sports Business Commerce Communications Crafts
Trades Education Health Services Science
Technology Transportation
___ ___ ___
Learning/Training/Practice
___ ___ ___
SIGNIFICANT FACTORS Persons Places Interventions E
vents Chance
___ ___ ___
___ ___ ___
___ ___ ___
ENVIRONMENTAL CATALYSTS
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The Talent Development Process

• Identification and development of aptitudes
• Important to culture
• Supportive parents
• The right teacher at the right time
• Romance, Rigor, Master
• Mentoring
• Crystallizing experiences
• Competitions and extra-curricular programs

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The Talent Development Process (Insight from
Bloom, 1985)

• Early exposure to the field
• Later career decision for mathematicians and
  neurosurgeons
• Role of schools as facilitative or blocking (not
  directly nurturing)
• Competition experiences by age 10
• Attention of the family to the talent area
  (resources, time, etc.)

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Talent Development Process(Insight from Bloom,
cont.)

• Progressive development characterized by high
  standards, much time and much hard work
• Role of home environment in developing work ethic
  and sense of excellence (parental modeling)
• Parental support in the particular talent area
• Self-motivation
• Role of practice (work 90/10)
• Constructive use of time
• Increasing commitment to the talent field

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Development of Talent Ages and Stages
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Early Childhood Development (0-7)

• Precocity in selected areas (uneven development
• (Roedell, 1982 Silverman, 1998)
• Social-emotional and physical development may lag
  behind
• Opportunities for advanced learning based on
  levels of functioning, both formal and informal
• (Bloom, 1985)

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Early Childhood Development 0-7 (cont.)

• Parents as resources and presses for talent
  development
• (Bloom, 1985 Albert, 1994)
• Aptitudes and interests begin to emerge, based on
  exposure to multiple stimuli
• Individual developmental readiness as the
  barometer for interventions
• (NAEYC, 1997)

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Early Childhood Curriculum Experiences 0-7

• Books to read and discuss
• Puzzles and games
• Discovery approaches
• Communication in all forms (dialogue)
• Manipulatives with meaningful experiences
  attached
• (attribute blocks, legos, etc. conversation of
  a discipline)
• Science explorations
• Extensive use of childrens museums and libraries
• Art, music, dance, and other expressive
  opportunities

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Middle Childhood Development 8-10

• Effectiveness of grouping and acceleration
  effects strongest for this level
• (Walberg, 1988 Rogers, 2000)
• Interests coalesce with aptitudes
• Developmental differences in academic areas of
  strength continue to widen from age peers
• Awareness of developmental problems among the
  gifted surface
• (LD/ADD/ADHD/underachievement)

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Middle Childhood Curriculum Experiences (8-10)

• Literature discussion groups
• World geography, culture, and history
• Diagnostic/prescriptive learning especially in
  mathematics
• (NCTM standards as base) (pre-test option)
• The doing of science (thinking through and
  setting up experiments)
• Focus on developing skills in a creative area of
  endeavor (art, music, dance)
• In-depth opportunities in specific areas of
  interest
• Involvement in selected state/national
  competitions and academic extra-curricular
  experiences

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Pre-Adolescence 11-13

• Critical period for talent development to blossom
  in specific areas
• (rigor/master teacher stage) (Bloom, 1985)
• Asynchronous development becomes more pronounced
  (intellectual vs. social/emotional)
• Progressive development of advanced skills
  critical to prevent underachievement pattern

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Pre-Adolescence 11-13 (cont.)

• Need for positive peer group of like-minded
  students
• Introversion may hamper successful social
  relationships, especially for girls
• (Olszewski-Kubilius Kulicke, 1988)
• Complex social relationships and issues may
  become prominent, leading to problems with
  self-concept
• (Robinson, 2000)

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Middle School/Junior High Curriculum Experiences
(12-14)

• Rigorous experiences in curricular areas of
  interest
• Foreign language study
• High school level coursework in typical
  academic subjects (banking high school credit)
• Mastery of English grammar and usage principles
  with academic research (should questions)
• Immersion in classical literature
• (begin working with college-bound lists)
• Development of aesthetic appreciation (art,
  music, theater, dance)
• Participation in talent search and follow-up
  experiences/opportunities
• (extra-curricular academic options)
• Involvement in relevant state/national
  competitions

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Adolescence (14-21)

• Constructive use of leisure time as an indicator
  of talent development
• (Csikszentmihalyi, 1993)
• Home environments that provide sufficient
  challenges and support
• (Csikszentmihalyi, 1993)
• Critical stage for peer influence on academic
  achievement
• (Gamoran, 1990)
• Vocational choices may be foreclosed or remain
  obscure during this period - sciences tend to
  develop later
• (Arnold, 1994)

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High School Curricular/Extra Curricular
Experiences

• Graduation with Advanced Placement course
  credits and foreign language exposure
• College courses for credit or non-credit
• Practice college setting
• Mastery information search strategies
• (research tools available)
• Competent mastery or oral and written
  communication persuasive writing
• (student essay as part of application)
• Reading and discussion of core college-bound
  reading lists
• Real world internship/mentorship opportunities

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Adulthood 22

• Underachievement patterns established in
  childhood persist and affect educational level,
  vocational choices, level of life satisfaction
• (Terman Oden, 1941)
• Life satisfaction high among gifted achieving
  males and unmarried women
• (Terman, 1941)
• Creative productivity positively affects quality
  of contribution
• (Simonton, 2001)

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Adulthood 22 (cont.)

• 10 year rule of developing expertise (Gardner,
  1993)
• Creative productivity may be field-specific in
  respect to age of contribution (early for math
  late for philosophy)
• Womens talent development processes may differ
  need to account for family consideration
  (Arnold, Noble, Subotnik, 1996)

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Adulthood 22 (cont.)

• Eminence in adulthood is dependent on many
  factors including the individuals drive and will
  (Piechowski, 1998), environmental
  supports/influence (Subotnik, 1994), factors in
  the larger culture such as zeitgeist and the
  culture of the domain (Csikszentmihalyi, 2000)
• Multiple factors must work together for an
  individual to achieve eminence (VanTassel-Baska,
  1988)

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The SAVY Experience in Talent Development

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• Academic Grouping and Interaction with Like Peers
  
• Accelerated, Research-based Curriculum
• Prescriptive Approach w/pre-assessment
• Shown to increase content and critical thinking
• www.cfge.wm.edu
• Cultivates Intra and Interpersonal Skills
• Interest, motivation, practice, self-esteem,
  academic discipline
• Exposure to Advanced Processes within a Specific
  Discipline
• Scientific experimentation, problem-based
  learning, big ideas within and across
  disciplines, analysis and critical thinking
• May Reduce Potential Underachievement
• May Serve as a Crystallizing Experience

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Concept Map of Soil
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Pre-Test

• How would you do a fair test of this question?
• Are earthworms attracted to light?
• Tell how you would test this question. Be as
  scientific as you can as you write about your
  test. Write down the steps you would take to find
  out if earthworms like light.

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Pre-test Response

• First, I would put some earthworms in a
  container. There would be lights and some dirt.
  I would put several different earthworms in it.
  If more earthworms like the light than that would
  be right. If more didnt like the light than
  that would be right. I would try this with about
  seven groups and decide if they like the light.

CFGE, 3rd Grade
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Post-Test

• How would you do a fair test of this question?
• Are bees attracted to diet cola?
• Tell how you would test this question. Be as
  scientific as you can as you write about your
  test. Write down the steps you would take to find
  out if earthworms like light.

42
Post-Test Response

• Set the small container of diet cola in each
  large container that has bees in it.
• Watch and observe to see if the bees are attached
  to the diet cola.
• You should record if the bees like diet cola on a
  chart like below.
• Bees If they are attracted to Diet Cola
• 1.
• 2.
• 3.
• 4.
• 5.
• 6.

• Materials
• Diet Cola, 3 large containers, 3 small
  containers, 6 bees.
• Hypothesis
• If you give bees diet cola then they will be
  attracted to it.
• Gather 6 bees, diet cola, 3 large containers, 3
  small containers.
• Put 2 bees in each large container.
• Pour 5 ml of diet cola in each small container.

CFGE, 3rd Grade
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Problem Statement Tailored for Local Area

• You are the supervisor of the day shift of the
  Virginia State Highway Patrol in Williamsburg,
  Virginia. It is 600 a.m. on a steamy June
  morning. You are awakened by the ringing phone.
  When you answer you are told, Come to the
  Queens Creek overpass on eastbound Interstate
  64. There has been a major accident and you are
  needed.
• Quickly you dress and hurry to the overpass. As
  you approach the bridge, you see an overturned
  truck that is completely blocking both eastbound
  lanes of the freeway. You see CORROSIVE on
  small signs on the side and rear of the truck.
  The truck has lost at least one wheel and is
  resting on the freeway guard rail. There is a
  large gash in the side of the truck from this
  gash, a clear liquid is running down the side of
  the truck, onto the road, and down the hill into
  Queens Creek. Steam is rising from the creek.
  All traffic has been halted and everyone has been
  told to remain in their cars. Many of the
  motorists in the traffic jam appear to be angry
  and frustrated. Police officers, firemen, and
  rescue squad workers are at the scene. They are
  all wearing coveralls and masks. The rescue squad
  is putting the unconscious truck driver onto a
  stretcher. Everyone seems hurried and anxious.

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Persuasive Writing Pre/Post

• Do you think______ should be required reading for
  your grade?

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Pre-Assessment

• Persuasive Writing Pre-Assessment
• Student B, Grade 3
• Yes, I think the story The Wolf and the Lion
  should be required reading for all the students.
  Why? Its a great story with a very interesting
  topic. They could also learn from the story.
  Also they could get lots of interesting
  questions. Thats why I think 3rd grade students
  should read The Wolf and the Lion.

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Post-Assessment

• Persuasive Writing Post-Assessment
• Student B, Grade 3
• Yes, I think all the students in 3rd grade
  should read this book. Its such an excellent
  moral.
• One reason I think everyone in third grade
  should read The Miser is because it does teach a
  good lesson. It could help them learn that
  things they never use are worthless.
• Another reason I think all the students in
  third grade should read this story is they use
  great, funny words. It basicly is a funny story.
  One of the parts I likes was He pulled his hair
  out (not really). It would make our writing
  better.
• Also, the students should read this because
  its similar to a true story. If you have a
  good, healthy body and you never use it, the
  muscles will be very weak, and youll miss out on
  a lot of things.
• As you see, its a good moral for all the
  students in third grade. They could learn great
  details for their own stories, and they can
  compare it with a true happening like this story.
  Its a great story.

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The Integrated Curriculum Model
Process-Product Dimension
Advanced Content Dimension
Issues/Themes Dimension
- VanTassel-Baska, 1986
48
Talent Development A Note to Parents

• Play with your children every day. Read to them
  every night. Make sure that they see a doctor
  regularly. Take an active interest in the
  day-to-day activities of the school and the
  community. Check homework, turn off the
  television and make sure that your teenagers are
  not working so long earning pocket money that
  they have no time for school. Above all,
  encourage your children.
• Prisoners of Time, Report of the National
  Commission, 1994
• Dont underestimate the value of sustained effort
  in an academic discipline of talent and interest.

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Procedural Reminders

• Red Tag Curbside Drop-off/Pick-up
• T-Shirts
• Website Teacher Communication
• www.pty.vanderbilt.edu
• Arrive 850/Depart 1130
• Inclement Weather notice
• SENG Group
• Last Day Lecture and Open House
• SUMMER SAVY ANNOUNCED
• July 13-17 and July 20-24, 2009
• Questions kim.bundy_at_vanderbilt.edu