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Giftedness and
Differentiation: a
theoretical perspective
Wendy Stewart
6/21/16
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
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Terminology
At last count, many definitions world-wide!
What do we call them? Able? Highly Able? Academically
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4051.htm
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Gifted Genetics
2015
http://www.bbc.co.uk/programmes/p036vwgd
Retrieved 2015_12_02
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Is it a cheetah?
http://www.stephanietolan.com/is_it_a_cheetah.htm
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Intelligence
Sternbergs definition
Analytical
Practical
Creative
Therefore giftedness is
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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
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Gifted Child
Child-focus
Exclusive category of people
Superior mental qualities
Teach thinking & leadership qualities
Self-contained/ pull-out programs
Differentiation
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.
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Creativity
Above
Task
average Commitm
Ability
ent
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Colangelo and G. Davis (Eds.), Handbook of gifted education. 3rd ed. Boston, MA: Allyn and
Bacon, p. 60-74.
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NAGC 2010
Gifted individuals are those who demonstrate outstanding levels of
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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)
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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
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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.
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Effect Sizes
Acceleration
(20 different types)
0.84
Ability Grouping
(challenging
curriculum)
0.39
Enrichment
(Passows would,
could, should)
0.3
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hoW: strategies
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
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
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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
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fted-and-talented-students-personalised-learning
Wilderness Year 5 History
http://www.australiancurriculum.edu.au/Illustrations/M
etadata/IOPL00034?group=PrimarySecondary
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Students.
Waco, Texas: Prufrock
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Finishing point
Gifted students are the
most disadvantaged
group of students in our
schools (Masters, 2015)
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Any Questions?
Have a quick break!
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giftedness
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Characteristics of Giftedness
Learn more quickly, better memory
Conceptual understanding has more depth, complexity,
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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
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Identification Guidelines
(Research based)
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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
2. GOAL MANAGEMENT
AWARENESS (IW) Self and others,
strengths & weaknesses
MUSCULAR (GM)
Power, speed, strength,
endurance
MOTOR CONTROL(GR)
Speed (reflexes), agility,
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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
EADMINISTRATIVE/SALES
(TM) Managing, marketing,
protection, inspection
C BUSINESS OPERATIONS
(TB)
Records, financial distribution
GAMES (TG)
DEVELOPMENTAL PROCESS
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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
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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
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
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
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Remember
Understand
Apply
Analyse
Evaluate
Create
Wendy Stewart
SOLO Taxonomy
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Labelling Gifted
Dwecks Work
Is Giftedness a Gift?
Hidden vulnerabilities and potential liabilities.
Brain on overdrive means good retention
Pedagogical Vulnerabilities
Low level, mixed ability teaching kills
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
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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
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Thank You
Any questions?