GIFTED & TALENTED STUDENTS

DR. VASILIKI MALAMA, MA SPECIAL EDUCATION & PSYCHOLOGY

APRIL, 2018 KALAMATA GREECE
Think and write down 10 beliefs
you have for the gifted/talented
students
  In Greece 3699/2008 states that gifted students
is as well a part of special education. Gifted
students are not as less as they used to believe
(Greek ministry of Education,2004).
 Confusion in what giftedness is
 Marland, 1972: “Gifted and talented children
GIFTED &
are those identified by professionally qualified
TALENTED persons who, by virtue of outstanding abilities,
STUDENTS 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 ”
  The students show high abilities in:
cognitive skills, school performance,
creative way of thinking, leadership, arts.
GIFTED &
 1983 Gardner: theory of multiple
TALENTED
intelligence
STUDENTS
 1986 Renzulli: The three ring concept
of giftedness
Renzulli,1986

https://www.thepositiveencourager.global/g-is-for-giftedness/
 BY ITSELF IT IS NOT

Family encouragement
Family relationships and
Is giftedness a interactions
factor for
success? Resources and stimuli given
by school
Culture
Gross, 2004
  They question a lot
 They know and they like information
 They have good memory skills
 They learn fast
 They learn to read at a young age or easily
Characteristics  High scores in maths
of gifted  They finish quickly
student  They show interest in lot of areas
 They do a lot of stuff at the same time
 They enjoy being challenged
  They re motivated
 They re thinking outside of the box
 They correlate when others cant.
 They re justice
Characteristics  They understand humor
of gifted  They find different solutions
student  They have too much or lack empathy
 They re good at arts , foreign languages
etc.
Koshy,V.,2002
  They can easily lose the
subject
 They can’t wait
 They are bored easily
But at the same  They don’t want to do the same
time…
things over and over
 they don’t finish their work
 They want and they seek
Koshy,V.,2002 power
  They seem absent when practical
issues occur
 They criticize too much
 They seek perfection
But at the same  They re over excited
time…  They re knowing all
 They re highly anxious
 They re trying to dominate over
peers
  Gifted students are the best students
of the classroom
 They don’t need extra help or
educational programs designed for
Misconceptions them
on gifted/talented  They have to go to school based on
students their age
 Giftedness is something wanted
 They re easily spotted
Cross,2002
  Can our student learn fast and easily?
 Does he/she use common logic and
practical knowledge often?
 Can he learn by hearing?
How can we spot  Does he/she know things other students
don’t?
a gifted/talented
 Does he/she have a range vocabulary
student in our which he/she use often and correctly?
classroom?  Can he/she correlate things and stuff ?
 Does he/she observes-outlines things
other students don’t?
 Is he /she creative and have ideas he
Woolfolk,2007,p.143 wants to share?
  Adjustment is not easy for them
 Often they re trying to hide they re different.
 They re keen to show depression, anxiety
disorder, behavior disorders (Reis &
Renzulli,2004)
 They don’t develop in the same way
Difficulties of  Interaction with peers
gifted/talented  Too much criticism(Powell & Haden,1984)
student  Perfectionists (Halsted, 1994)
 They don’t take risks (Whitmore,1980)
 High expectations from family and school(Weibb
& Kleine,1993)
 Depression
 Family
 Acceleration
• The student can follow or create his
own schedule
• Skip classes
• APP( Advanced Placement
Programs)
Basic principles to
• college curriculum given to high
the education of school students
the Gifted/ • early graduation
Talented Students • early enrollment
• differentiation in curriculum
• enrollement in different schools
• home schooling
Coleman,Cross,2001
 ENRICHMENT
•emphasizes in development and
expanding skills and knowledge
•How what we learn can be used in a
broader term
Basic principles to • How the students are processing
the education of information
the Gifted/ •Skills
Talented Students •Learning outside the curriculum
• Students need to explore options of
learning and do something they like for as
much as they like rather than working with
standardized material.
  Organize groups by skills rather
than age and enrollment .
 Is organizing groups by skills an
undemocratic way of teaching?
Basic principles to  Research suggests that
the education of
gifted/talented they need to be
the Gifted/
challenged. This can not be done
Talented Students
without any competition( Feldhusen
1989; Oakes 1986; Kullik&Kullik,
1984)
  Internet Exploratory Activities
 Hand – on activities
 Creative Activities
 Rewriting the ending of a book that students have
read
 Writing a historical fiction story that takes place in
The Perfect a time period that they have just learned about

Activities for Young  Creating art that mirrors famous pieces of art in
the period of history they are learning about
Gifted Students
 Building a totem pole or a coat of arms that
students believe could represent themselves or
the whole class (after learning about Native
Americans or the Middle Ages)
 Writing songs to review the material that they
have learned
  Real world activities
 Writing a letter to the editor of a local
paper responding to an issue in the
community or in the paper itself -- and
actually sending it
 Designing an invention that will actually
help people and figuring out how they might
The Perfect apply for a patent on it
Activities for
 Making their own meal plans, calculating
Young Gifted how many calories are in various types of
Students food, as well as which foods contain essential
nutrients
 Organizing a fundraising event to raise
money for a cause, and working with all of the
math (money), writing (advertisements), and
other skills that go into it.
Nothing is so unequal as the
equal treatment of unequal
people…
Thomas Jeffreson