Gifted and talented students are difficult to define precisely but generally refer to the top 2% of students academically. They are often identified by superior performance, advanced vocabulary, and problem-solving skills, but can also struggle from boredom, anxiety, or feeling isolated from peers. Teachers are key in identification and should be aware of models like Gardner's theory of multiple intelligences and Renzulli's three-ring concept of giftedness, which classify strengths across various abilities. Supporting gifted students requires differentiation, enrichment, and adapting curriculum to motivate them while in regular classrooms. Acceleration and extracurricular programs can further challenge very gifted students.

1. Gifted and Talented Students Emma Gordon and Claire Powell February 17th, 2011

2. Background Information “Gifted and Talented” is hard to define The meaning of “Gifted” has changed over time Terms such as “talented” and “creative” differentiate between subgroups of gifted students Various provinces have their own interpretation of the term Approx. 2% of students in schools may be gifted, although it is difficult to determine the precise percentage (BC Ministry of Education) Cause of giftedness results from a combination of nature vs. nurture

4. Identifying Giftednesswith Gardner and Renzulli Students will not have strengths in all possible ability areas Gardner’s Theory of Multiple Intelligences and Renzulli’s Three-Ring Concept of Giftedness are used regularly to help classify students as gifted These models help teachers understand the potential and ability that any student may have in any area

5. Gardner’s Multiple Intelligences Linguistic Musical Logical/Mathematical Spatial Bodily/Kinesthetic Intrapersonal Intelligence Interpersonal Intelligence > Performance within each ability is developmental > The rate of growth will differ in each area > Gifted students may be learning at different speeds in a variety of multiple intelligence areas

6. Renzulli’s Three-RingConcept of Giftedness 3 factors of giftedness Above Average Ability – difference between general and specific abilities Task Commitment – motivation turned into action Creativity – originality and fluidity of thoughts

8. Learns very quickly and easily

9. Large fund of information

10. Generalizes skilfully

11. Comprehends new ideas easily

12. Perceives similarities, differences, relationships

13. Makes judgments and decisions

14. Sets own goals, standards

15. Intense involvement in preferred problems and tasks

16. Enthusiastic about interests and activities

17. Needs little external motivation when pursuing tasks

18. Prefers to concentrate on own interests and projects

19. Perseveres; does not give up easily when working

20. Completes, shares products

21. Eager for new projects and challenges

22. Assumes responsibility

23. Questioning; very curious about many topics

24. Offers unique or unusual ideas

25. Adds details; makes ideas more interesting

26. Transforms or combines ideas

27. Sees implications or consequences easily

28. Risk-taker; speculates

29. Feels free to disagree

31. Cultural Diversity Considerations Too often, students from minority cultural groups are not identified as being gifted Problems that may indicate a learning disability may be masking an exceptional talent Four major needs for culturally different students 1. Non-traditional measures for identification 2. Recognition of cultural attributes and factors in deciding on identifying procedures 3. A focus on strengths in non-academic areas 4. Programs that capitalize on non-cognitive skills that enhance motivation Once identified, gifted programming must be sensitive to culturally diverse students’ needs

32. Supporting Gifted Students in a General Classroom Gifted students may be in any of three types of classrooms 1. A classroom within an exclusive school for the gifted 2. A pull-out classroom within a regular school 3. In a general classroom within a regular school Gifted students must be motivated in order to reach their full potential Teachers must differentiate or adapt their instruction – different lesson plans, worksheets, rubrics, etc. Potential parental problems Acceleration The practice of placing students at a higher than normal level of instruction to meet their learning need For example: skipping grades, graduating early, taking higher grade level courses

33. Supporting Gifted Students in a General Classroom Cntd. Strategies to motivate and include gifted students Allow them to use their gift Act as a tutor for other students Incorporate opportunities for creativity in assignments Provide lessons geared toward real-life assignments Focus on higher levels of Bloom’s taxonomy of learning when creating activities for gifted students Enrichment - distance courses, summer programs, Advanced Placement and International Baccalaureate courses, and using higher level texts Importance of student-teacher relationships Involve the student in their own assessment, as well as planning their own learning and outlining achievements Adapting the curriculum may be very time-consuming for teachers, but it will be worth it!

34. References Smith, Tom et al. Teaching Students with Special Needs in Inclusive Settings. 2nd ed. Toronto: Pearson Education Canada Inc., 2006. 247-276. Print. Symons, Cameron. The Exceptional Teachers’ Casebook. Brandon: Brandon University Faculty of Education Professional Development Unit, 2010. 111-113. Print. BC Ministry of Education- Gifted Education- A Resource Guide for Teachers.http://www.bced.gov.bc.ca/specialed/gifted/ Renzulli’s Three-Ring Conception of Giftedness.http://www.gigers.com/matthias/gifted/three_rings.html