4/12/16

Giftedness and
Differentiation: a
theoretical perspective
Wendy Stewart

4/12/16

Research evidence
NAPLAN results - 37,000 students
Students of high capacity in the upper
quartile produced almost flat line graphs over
periods of 6 to 12 months of instruction. This
effect is identified in both reading and
mathematicsThe evidence of a failure at a
national level to realise the learning potential
of high capacity students is becoming
overwhelming. No country can afford the
situation to remain unchallenged
(Griffin, 2015).
Patrick Griffin,
Associate Dean,
Melbourne Graduate
School of Education

4/12/16

Food for thought

Different values and priorities in the field of gifted education
influence our conceptions of giftedness and formulate
mission statements

Socially speaking, the concept of giftedness is

fundamentally value-laden. (p. 151)

Dai, D.Y., and Chen, F. (2013) Three paradigms of gifted education: in search
of conceptual clarity in research and practice in Gifted Child Quarterly, Volume
57, Number 3, p. 151-168.

4/12/16

Terminology
At last count, many definitions world-wide!
What do we call them? Able? Highly Able? Academically

Advanced? Gifted? Talented?

What are we looking for?
Too many definitions sully the water!

4/12/16

The Gifted Brain

For the first time, scientists at King's College London have

identified a gene linking the thickness of the grey matter in

the brain to intelligence
http://www.sciencedaily.com/releases/2014/02/14021108

4051.htm

4/12/16

Gifted Genetics
2015
http://www.bbc.co.uk/programmes/p036vwgd
Retrieved 2015_12_02

4/12/16

Is it a cheetah?
http://www.stephanietolan.com/is_it_a_cheetah.htm

4/12/16

Intelligence
Sternbergs definition
Analytical
Practical
Creative
Therefore giftedness is

4/12/16

Justification for Gifted Education

1950s and 1960s National Security Model
1970s Natural Resources Model Marland (developmental)
1980s Equity Model Inclusion movement and social

equity, (beginning of the end) Renzullis Enrichment Triad

1990s Gagn IQ based Top 10%
2010s Talent Development and Social Capital Model
NAGC and Subotnik et al. (developmental)

Assouline, S.G., Colangelo, N., Van Tassel-Baska, J., Sharp, M. (2015). A nation empowered: evidence
trumps the excuses holding back Americas brightest students. Iowa: Belin Blank International Centre for
Gifted Education and Talent Development, University of Iowa

4/12/16

Gifted Child

Child-focus
Exclusive category of people
Superior mental qualities
Teach thinking & leadership qualities
Self-contained/ pull-out programs

Differentiation

Optimal Educational Match

Future Leaders

Fundamental individual
differences among human
beings means differential
educational experiences.

Domain-focus
Diverse abilities in the same domain
Teaching based on authentic learning,
various enrichments, mentorships

Diagnostic identification
based on aptitudes and
strengths.

Needs-in-currentcontext-focus
Individual needs in current
classroom context
Teaching at an appropriate
pace of learning
progression

Talent Development
Dai, D.Y., and Chen, F. (2013) Three paradigms of gifted education: in search of conceptual clarity
in research and practice in Gifted Child Quarterly, Volume 57, Number 3, p. 151-168.

4/12/16

Marland Report 1972

Gifted and Talented children are those identified by professionally

qualified persons who by virtue of outstanding abilities, are

capable of high performance. These are children who require
differentiated educational programs and/or services beyond those
normally provided by the regular school program in order to
realize their contribution to self and society. Children capable of
high performance include those with demonstrated achievement
and/or potential ability in any of the following areas - singly or in
combination:
1. general intellectual ability
2. specific academic aptitude
3. creative or productive thinking
4. leadership ability
5. visual and performing arts
6. psychomotor ability

4/12/16

Tannenbaums Sea Star

(early 1980s)

Giftedness is the ability to produce (tangibles, thought, services, artistry)

Environmental factors and chance play a part
Children have potential to produce producers and performers
Tannenbaum, A.J. (2003) Nature and Nurture of Giftedness. In N. Colangelo and G.A. Davis (Eds.) Handbook
of Gifted Education. 3rd edition. Boston, MA: Pearson Education p.45-59

4/12/16

Renzullis Three Ring Model 1986

Creativity
Above
Task
average Commitm
Ability
ent

4/12/16

Gagn 2003 (DECD definition)

"Giftedness designates the possession and use of untrained

and spontaneously expressed natural abilities (called aptitudes

or gifts), in at least one ability domain, to a degree that places
an individual among the top 10% of age peers. Talents
designate superior mastery of systematically developed abilities
(or skills) and place an individual within the top 10% of age
peers who are (or have been) active in that field. (p. 67)
AGAT administered by teacher
WISC IV, WIPSI, Stanford Binet Psychologist only
Gagn, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory in N.

Colangelo and G. Davis (Eds.), Handbook of gifted education. 3rd ed. Boston, MA: Allyn and
Bacon, p. 60-74.

4/12/16

NAGC 2010
Gifted individuals are those who demonstrate outstanding levels of

aptitude (defined as an exceptional ability to reason and learn) or

competence (documented performance or achievement in top 10% or
rarer) in one or more domains. Domains include any structured area
of activity with its own symbol system (e.g., mathematics, music,
language) and/or set of sensorimotor skills (e.g., painting, dance,
sports).
The development of ability or talent is a lifelong process. It can be
evident in young children as exceptional performance on tests and/or
other measures of ability or as a rapid rate of learning, compared to
other students of the same age, or in actual achievement in a domain.
As individuals mature through childhood to adolescence, however,
achievement and high levels of motivation in the domain become the
primary characteristics of their giftedness. Various factors can either
enhance or inhibit the development and expression of abilities.

4/12/16

2010s Talent Development and Social Capital Model

Giftedness:
(a) reflects the values of society
(b) is typically manifested in actual outcomes, especially in

adulthood
(c) is specific to domains of endeavour
(d) is the result of the coalescing of biological, pedagogical,
psychological, and psychosocial factors
(e) is relative not just to the ordinary but to the extraordinary
(p. 3)

Subotnik, R. F., Olszewski-Kubilius, P., and Worrell, F. C. (2011) Rethinking

Giftedness and Gifted Education: A Proposed Direction Forward Based on

Psychological Science in Psychological Sciences in the Public Interest,
Volume 12, Number 1, p. 3-54.

4/12/16

Subotnik et al Definition 2011

Giftedness is the manifestation of performance or production that is

clearly at the upper end of the distribution in a talent domain even relative
to that of other high-functioning individuals in that domain. Further,
giftedness can be viewed as developmental, in that in the beginning
stages, potential is the key variable; in later stages, achievement is the
measure of giftedness; and in fully developed talents, eminence is the
basis on which this label is granted. Psychosocial variables play an
essential role in the manifestation of giftedness at every developmental
stage. Both cognitive and psychosocial variables are malleable and need
to be deliberately cultivated. (p. 7)
(measurable variables)
Subotnik, R. F., Olszewski-Kubilius, P., and Worrell, F. C. (2011) Rethinking

Giftedness and Gifted Education: A Proposed Direction Forward Based on

Psychological Science in Psychological Sciences in the Public Interest, Volume
12, Number 1, p. 3-54.

4/12/16

Whole School Approach to G&T

Why
Rationale

What

hoW

Conceptions

Strategies

Who
Identification
Dai, D.Y., and Chen, F. (2013) Three paradigms of gifted education: in search of conceptual clarity in
research and practice in Gifted Child Quarterly, Volume 57, Number 3, p. 151-168.

4/12/16

Hattie Visible Learning (2009)

Provisions

Effect Sizes

Acceleration
(20 different types)

0.84

Ability Grouping
(challenging
curriculum)

0.39

Enrichment
(Passows would,
could, should)

0.3

Hattie, J. (2009) Visible Learning: a synthesis of over 800 meta-analyses relating to

achievement. London: Routledge

4/12/16

ACARAs take on G&T

l
a
ic
t
e
r
o ing
e
Th W

Why: rationale and purpose

Entitlement to rigorous, relevant and engaging learning opportunities
drawn from the Australian Curriculum and
aligned with the students learning needs, strengths and interests.

What: nature of giftedness

hoW: strategies

Curriculum differentiation using above level content

Curriculum differentiation by embedding the capabilities
Curriculum differentiation by embedding the cross-curricular
priorities

High potential
More than one domain
Diverse abilities within domains (eg poet, novelist)
Different level of ability (ie mildly gifted to profoundly gifted)
Developmental
Variable over time

Who: identification

There is no standard pattern of talent among gifted students

Often high achievers but this can vary across students and across time
Underachievers who find it difficult to translate their giftedness into talent
(eg non-English speaking backgrounds, gender, twice exceptional, socioeconomic status, location, and/ or
lack of engagement with curriculum which is not matched to their needs
Almost unlimited range of personal characteristics in temperament, personality, motivation and behaviour

ACARAs advice mapped into the 4W framework

l
a
ic
t
c g
a
n
Pr Wi

4/12/16

ACARA Student Diversity Advice

Using the Australian Curriculum to meet the learning needs of all students
Teachers refer to the ACARA learning area content that aligns with their students
chronological age as the starting point in planning teaching and learning programs.

Teachers take account of the range of their students current levels of learning,
strengths, goals and interests, and personalise learning where necessary through
adjustments to the teaching and learning program, according to individual learning
need, by:
drawing from learning area content at different levels along the Foundation to Year 10
sequence to personalise age-equivalent learning area content
using the general capabilities and/or cross-curriculum priorities to adjust the learning
focus of the age-equivalent learning area content
aligning individual learning goals with age-equivalent learning area content

Teachers assess students progress through the Australian Curriculum in relation to

achievement standards. Some students progress will be assessed in relation to their
individual learning goals. Approaches to assessment and reporting will differ across
the states and territories.

4/12/16

ACARA G&T What teachers can do

http://www.australiancurriculum.edu.au/studentdiversity/gi

fted-and-talented-students-personalised-learning
Wilderness Year 5 History
http://www.australiancurriculum.edu.au/Illustrations/M
etadata/IOPL00034?group=PrimarySecondary

4/12/16

the chief goal of gifted education and regular

education should be the same: to ensure that all students

receive the education appropriate for them at any given
time by maximizing the match between individual
students educational experiences with their individual
educational needs. (p. 200)
Makel, M.C.., Putallaz, M., Wai, J. (2012) Teach Students What They
Dont Know but Are Ready to Learn: a Commentary on Rethinking
giftedness and Gifted Education. Gifted Child Quarterly. Vol. 56, No.
4, p. 198-201

4/12/16

Food for thought

What Sports/ Arts/ Music Programs do
Dont simply meet needs.
They keep setting short-term goals of entering higher level of
competition/ opportunity. (p. 6-7)
It is time to think boldly about gifted education and

learning designs capable of turning those bold visions into

viable opportunities for students. (p. 5)
Kettler, T. (2016) Modern Curriculum for Gifted and Advanced Academic

Students.
Waco, Texas: Prufrock

4/12/16

Finishing point
Gifted students are the
most disadvantaged
group of students in our
schools (Masters, 2015)

Geoff Masters, CEO of Australian

Council for Educational Research

4/12/16

Any Questions?
Have a quick break!

4/12/16

What causes Giftedness

Nature v Nurture
Giftedness is not fixed for life
Giftedness is not a unitary concept
Giftedness is developed over time
Many manifestations of gifts and talents
Factors are cultural, environmental
Ability, gender, opportunity and chance all affect

giftedness

4/12/16

Characteristics of Giftedness
Learn more quickly, better memory
Conceptual understanding has more depth, complexity,

prefer complex problems to solve

Able to concentrate for long periods of time
Greater curiosity, motivation to learn, interests
Advanced communication skills
Higher levels of imagination, creativity, inquiry and reasoning
skills, humour

4/12/16

Identification
Identifying high-ability students is not easy (sub populations,

criteria, IQ testing)
The development of talent requires more than just raw ability
(many other factors for success e.g. hard work, persistence,
gratification delay)
Success requires intellectual and character strengths
(humility, persistence, self-discipline, kindness, compassion,
enthusiasm, gratitude)
Pfeiffer, S.I. (2013) Lessons learned from working with high-ability
students. Gifted Education Iinternational. Vol.26, No.1, p.86-97

4/12/16

Identification Guidelines
(Research based)

4/12/16

Area Under the Normal Curve

4/12/16

Gagns differentiated model of giftedness and talent (2008)

GIFTEDNESS
Natural Abilities (Top 10%)

MENTAL
INTELLECTUAL (G)
General intelligence g factor
Fluid, crystallized reasoning
verbal, numerical, spacial,
Memory, procedural,
declarative

CREATIVE (GC)
Originality (arts),
inventiveness, (problem
solving), humor, Carrolls
retrieval fluency

SOCIOAFFECTIVE (GS)
Perceptiveness (manipulation),
interacting, social ease, tact,
empathy, Influence,
persuasion, eloquence,
leadership, courting, parenting

PERCEPTUAL (GP)
Vision, hearing, smell, taste,
touch, proprioception

CATALYSTS
ENVIRONMENTAL
MILIEU (EM)
Physical, cultural, social, familial

INDIVIDUALS (EI)
Parents, family, peers, teachers,
mentors

PROVISIONS (EP)
Enrichment, curriculum, pedagogy
(pacing), administrative grouping,
acceleration
INTRAPERSONAL
1. TRAITS

PHYSICAL (IF) Appearance, handicaps,

health

MENTAL (IP) Temperament, personality,

resilience

2. GOAL MANAGEMENT
AWARENESS (IW) Self and others,
strengths & weaknesses

MOTIVATION (IM) Values, needs,

interests, passions

VOLITION (IV) Autonomy, effort,

perseverance

MUSCULAR (GM)
Power, speed, strength,
endurance

MOTOR CONTROL(GR)
Speed (reflexes), agility,
4/12/16
coordination,
balance

COMPETENCIES
Talents (T) Top 10%

FIELDS
ACADEMIC (TC)
Language(s), maths, sciences,
humanities, vocational

R TECHNICAL (TT)
Transport, construction, crafts,
manufacturing, agriculture

I SCIENCE &
TECHNOLOGY (TI)
Engineering, medical, social

A ARTS (TA)
Creative, performing
Applied: visual, written, spoken

S SOCIAL SERVICE (TP)

(Tutoring, school politics..)

EADMINISTRATIVE/SALES
(TM) Managing, marketing,
protection, inspection

C BUSINESS OPERATIONS
(TB)
Records, financial distribution

GAMES (TG)

DEVELOPMENTAL PROCESS

Video & card, chess, puzzles

ACTIVITIES (DA) Access, Content, Format

PROGRESS (DP) Stages, Pace, Turning Points
INVESTMENT (DI) Time, Money Energy

SPORTS & ATHLETICS (TS)

4/12/16

Dabrowskis Overexcitabilities
Overexcitabilities are ways in which individuals experience their
world.
Higher forms:
Intellectual
Imaginational
Emotional
Lower forms:
Psychomotor (misdiagnosed ADHD)
Sensual
Rinn, A.N., Reynolds, M.J. (2012) Overexcitabilities and ADHD in the Gifted:
an Examination. Roeper Review. Vol. 38, p. 38-45

4/12/16

Curriculum for Gifted Students

Fair means that each student is doing the activity best
suited for their learning. It does not mean that every
student is doing the same learning activity.
Coil, C. (2010) Successful Teaching in the Differentiated Classroom.
Revised Australian Edition. Moorabbin, Victoria: Hawker Brownlow. P.
6

4/12/16

Passows Criteria (appropriate for gifted)

Would all students want to be involved in

such learning experiences?

Could all students be involved in such
learning experiences?
Should all students be expected to
succeed in such learning experiences ?

4/12/16

Goal of differentiation for G&T

Pre-test to ascertain entry level
Become familiar with above level standards
Recognise characteristics of the gifted, provide

opportunities for reinforcement or practice to develop

these characteristics
Extend the recognised characteristics to higher levels of
development.
Kaplan cited in Bicknell, B. (2001) Little Businesses: a Differentiated
Mathematics Unit Australian Primary Mathematics Classrooms. Vol.
6, No. 2, p. 11-13

4/12/16

Differentiation for G&T

Tiered Assignments
Challenge level (Blooms)
Complexity (Icons of Depth and Complexity)
Resources
Process
Product
Outcomes
http
://www.pps.k12.or.us/files/tag/What_Do_Students_Need-Ch_6_Diane
_Heacox-foundation_secondary.pdf

4/12/16

Kanevsky (2011)
Gifted students prefer:
Complex content and problems, finding creative solutions,
open-ended problems
Authentic sophisticated knowledge, abstractness
Interconnections between ideas, pursuing own interests,
multiple pathways
Collaborating with others (sometimes)
Choice in format and product to demonstrate mastery,
provision for rapid learning
Kanevsky, L. (2011) Deferential Differentiation: What Types of
Differentiation Do Students Want? Gifted Child Quarterly. Vol. 55, No. 4,
P. 279-299

5 Essential Features for G&T

In core areas, advanced curriculum, flexibly organised,

implemented at documented entry level (pre-test!!)

Compacted where necessary
Fast paced (accelerated)
Grouping together
HOTs embedded
Inquiry based learning, Independent studies
Real world problems, interest based

Van Tassell-Baska, J. cited in Kanevsky, L. (2011) Deferential

Differentiation: What Types of Differentiation Do Students Want?
Gifted Child Quarterly. Vol. 55, No. 4, P. 279-299

Acceleration
Acceleration is beneficial short or long term.
Accelerated students academically outperformed non-

accelerated students
Accelerated students had positive levels of self-concept,
self-esteem, social confidence and life satisfaction
A Nation Deceived: How Schools Hold Back Americas
Brightest Students

http://www.accelerationinstitute.org/
Steenbergen-Hu, S., Moon, S.M. (2011) The Effects of Acceleration on
High-Ability Learners: a Meta-Analysis. Gifted Child Quarterly. Vol. 55,
No.1, p.39-53

Curriculum Compacting
In elementary classes, gifted students know anything up

to 50% of traditional classroom material when they start

the new school year
Pre-test to find out what they know
Dont bother to teach what they already know
Use the extra time for an independent study unit in an
area of interest to the student
https://www.eiseverywhere.com/file_uploads/62fdbe5cbc010f6031e6
32707a9fe987_Differentiation_and_compacting_3-8-12_update.pdf

Ability Grouping
Research shows that ability grouping benefits gifted

students
Nor does it detract from the learning of non-gifted
students
Is ability grouping egalitarian?
NAGC Position Paper on Grouping (2009)
http://www.nagc.org/uploadedFiles/Information_and_Resources/Positi
on_Papers/Grouping.pdf

Enrichment
Enrichment aims to broaden student knowledge and

understanding
Extra-curricular topics: either completely new topics or
adding extra breadth to an existing topic
Investigation of real life problems outside of the school
Coil, C. (2010) Successful Teaching in the Differentiated Classroom.
Revised Australian Edition. Moorabbin, Victoria: Hawker Brownlow.

Extension

Extension adds depth to the regular curriculum

It allows students to investigate an aspect of a curriculum

topic which might not otherwise have been considered

Particularly useful for students who have covered the basics
and are waiting for the class to catch up, or who need
additional challenge, or both
Coil, C. (2010) Successful Teaching in the Differentiated Classroom.
Revised Australian Edition. Moorabbin, Victoria: Hawker Brownlow.

Blooms Taxonomy for

Gifted
Wendy Stewart

4/12/16

Remember
Understand
Apply
Analyse
Evaluate
Create

Wendy Stewart

SOLO Taxonomy

4/12/16

4/12/16

Makers 1982 model of differentiation

Content
Process
Product
Environment

Like chalk, I crush easily

9 year old boy quoted by key note speaker Rosemary
Cathcart
AAEGT National Conference Hobart July 2008

Labelling Gifted
Dwecks Work

Is Giftedness a Gift?
Hidden vulnerabilities and potential liabilities.
Brain on overdrive means good retention

and rapid learning BUT Giftedness is 24/7

not just intelligence but also perceptions and
sensory experiences. Impossible to turn off!
Instructions to lighten up are meaningless.
Begin to take personal blame for the intensity.
Impossible to change the cheetah!
Negative feelings - self-conscious, confused,
insecure.
Emotional vulnerability results!
Are Individuals with Eating Disorders More Likely to be Gifted? Mindy Solomon, Ph.D.
http://tinyurl.com/myyv4gh Downloaded 2014_03_09

Pedagogical Vulnerabilities
Low level, mixed ability teaching kills

motivation to learn in gifted students (too

much emphasis on understanding)
Tasks which lack stimulation and challenge
result in: boredom, underachievement,
disillusionment
At a deeper level, students may opt out in
protest or resort to challenging behaviours and
disengagement from learning
Bellamy, L. (2005) A critical analysis of how differentiation can promote
the full inclusion of three gifted and talented students in a mixedability Year 9 class studying Macbeth. English Teaching: Practice and
Critique. September 2005. Vol. 4, No. 2, p. 72-83

Developing Passion
Catering for regular students lowers gifted motivation
Gifted programs/classes/groups assist motivation
Teachers are crucial! Be enthusiastic, caring, differentiate

according to need
Provide frequent and clear feedback and an intellectually
challenging environment, real world problems and a
supportive social context
Include interests and allow choice
Fredricks, J. A., Alfeld, C., Eccles, J. (2010) Developing and Fostering
Passion in Academic and Nonacademic Domains. Gifted Child
Quarterly. Vol. 54, No.1, p.18-30

Counselling
Abundance of best practices for School Counsellors BUT

few reported as happening!

Must be aware of cognitive and affective characteristics,
plus vulnerabilities e.g. asynchrony, intensity, passion for
learning, achievement drive, mental stimulation,
precision/perfectionism, moral/ethical awareness,
introversion, need for challenge
Wood, S. (2010) Best Practices in Counseling the Gifted in Schools:
Whats really happening? Gifted Child Quarterly. Vol. 54, No. 1, p.4258

4/12/16

Professional Development on G&T

Gifted students are affected by the attitudes and actions of

their teachers
PD improved teachers attitudes towards gifted students,
enthusiastic about high ability students, striving for
excellence
PD also improved teachers ability to provide for student
needs
Kronborg, L., Plunkett, M. (2014) Responding to professional Learning:
How effective teachers differentiate teaching and learning strategies to
engage highly able adolescents. Australasian Journal of Gifted
Education. Vol.22, No.2, p. 52-63

4/12/16

Purposes of Gifted Education

Provide gifted students with the opportunity for self-fulfilment

by assisting the development of high potential abilities

Increase the reservoir of people who may assist in solving
societys problems
Prove that gifted education programs modelled on gifted
characteristics are more successful than those modelled on
good lesson learners.
Renzulli, J. (2012) Reexamining the Role of Gifted Education and Talent
Development for the 21 Century: a Four Part Theoretical Approach.
Gifted Child Quarterly. Vol. 56, No. 3, p. 150-159

4/12/16

Great YouTube video on Myths

Very teacher friendly!
https://www.youtube.com/embed/MDJst-y_ptI

4/12/16

How We Treat Students

Treating all learners as the same does not acknowledge their

equal value as learners

Treating students as equals means acknowledging each one
has equal value as a learner
Denying some students what they need as learners simply
because they are not the same as other learners robs them
of their inherent state of being equal by ignoring their value
as a learner

4/12/16

Thank You
Any questions?