interested in link between heredity and intelligence; founder of the eugenics movement

Created first intelligence test for Parisian school children

revised Binet's IQ test and established norms for American children

First to use the term gifted to describe students who scored exceptionally high on IQ tests

Studied gifted students, created SEM (Schoolwide Enrichment Model) in the 1970s

not all gifted individuals excelled in the same talents, one third of students will be identified as highly gifted in at least one major talent area

the Bell Curve

intelligence; devised the Triarchic Theory of Intelligence (academic problem-solving, practical, and creative)

devised theory of multiple intelligences: logical-mathematic, spatial, bodily-kinesthetic, intrapersonal, linguistic, musical, interpersonal, naturalistic

Developed model of giftedness that separates gifts and talents which includes the influences of intrapersonal characteristics, environmental influences on learning and practice which develop gifts into talents and chance as the most important factor

Star model of giftedness which includes chance (luck)

gifted education and urban education. She consults on gifted Black and Hispanic student under-representation

verbal ability

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intellectual

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memory, focus, metacognition, capacity for learning

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perfectionism, persistence, grit

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seeing justice, understanding abstract concepts, advanced moral reasoning, wants to beat their own test scores (internal motivation), not worried about grades or teachers approval

overexcitabilities or supersensitivities (Dabrowski) heightened awareness of senses (sensory processing disorders), can be moved by beauty

social: seeing justice done, actions for unfairness, perfectionists

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emotional, psychiatric, behavioral, or learning disabilities. ADHD (high energy, rapid speech, poor handwriting, impulsive actions), OCD

standardized test scores can be lower due to :difficult life circumstances, lack of parental support, minority cultural values and behaviors, lack of language proficiency, disabilities, depression, lack of faith, trust in schools, behavioral issues, or illness.

socially shy and inept

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socioeconomic status

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cultural influences

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choice based learning

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general ed with differentiation

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increase complexity and depth of content

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formal/informal

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higher level questioning

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model thought processes

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adjust age restrictions

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planning & instruction

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observations

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creativity tests

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Journal for the Education of the Gifted

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It is seeking out what works in gifted education". developing solid, different ways of identifying -measures outcomes using tests, talent portfolios, talent pools

numerical data, measurements, useable statistics

verbal data, interviews, observations, opinions, grounded theory

should use qualitative and quantitative methods - they are not opposing, rather each has its use. basically should be used together.

case study (studies one case in depth and detail)

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descriptive

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youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, leadership capacity, or in specific academic fields who need services not ordinarily provided by the school in order to fully develop those capabilities

App. 6% of students enrolled in public school programs are gifted. (3 to 5 million in US)

curriculum & instruction

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Federal government does not provide funding directly to local districts for AIG programs.

They don't need help they'll do fine on their own

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Gifted with Learning Disability

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Kids who process information at higher speeds also tend to process sensory information at higher speeds and they feel things very intensely. Dabrowski's Over exciteabilities are: "higher than average responsiveness to stimuli"

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When one dimension develops faster than the others

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Dąbrowski's theoretical framework of personality development views psychological tension and anxiety as necessary for growth. These "disintegrative" processes are therefore seen as "positive", whereas people who fail to go through positive disintegration may remain for their entire lives in a state of "primary integration", lacking true individuality. Advancing into disintegration and into the higher levels of development is predicated on having developmental potential, including overexcitabilities, above-average reactions to stimuli.

The theory of multiple intelligences differentiates human intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability.

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Woodcock Johnson Tests

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social and cultural interactions are the primary sources of learning and behavior, along with problem solving experiences through scaffolding to perform tasks in the zone of proximal learning.

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learning "sweet spot" right above where we can comfortably do things on our own.

educational researcher who believes the purpose of gifted programs is to (1) provide students with maximum opportunities for cognitive growth and self fulfillment through the development of performance areas and (2) The second purpose is to increase society's reservoir of persons who will help to solve the problems of contemporary civilization by becoming producers of knowledge and art rather than mere consumers of existing information.

lesson-learning giftedness (School house giftedness)

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most easily measured by standardized ability tests

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a premium is placed on the development of original ideas, products, artistic expressions, & areas of knowledge that are purposefully designed to have an impact on one or more target audiences

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It (In class differentiation model) condenses modifies or streamlines regular curriculum to reduce repetition of already mastered material. content they know is replaced with new content, enrichment content, or other activities.

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Renzulli considers three factors important for the development of gifted behavior:

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The essence of this model is to provide a "talent pool" of above average ability students with a broad variety of general enrichment experiences (Types I and II in the Enrichment Triad Model), and use the ways in which students respond to these experiences to determine who and in which areas of study students should "revolve" into Type III enrichment opportunities.

The Enrichment Triad Model was designed to encourage the creative productivity of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest.

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deductive model

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the deductive model is the one in which the goal of learning is to place into students' repertoires the content and skills that are almost always delivered through the use of prescribed, presented lessons with predetermined pathways for arriving at what students typically perceive as being the right answer.

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represents the kinds of learning that take place outside of formal learning or traditional classroom situations, but that can be integrated into school learning with the proper engineering.

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Uniqueness of the Learner. Each learner is unique, and therefore, Type III learning experiences must be engineered in ways that take into account the abilities, interests, and learning styles of the individual. Learning styles include preferences for various instructional techniques, learning environment preferences, thinking style preferences, and expression style preferences.

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model curriculum a detailed blueprint for total school improvement that focuses on high levels of engagement and use of challenging learning experiences based on students interests and learning styles for all students

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component of the School Enrichment model that is used for gathering and recording information systematically about students' abilities, interests, and learning styles preferences

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This (In class differentiation) model for curriculum differentiation focuses on using representative concepts, themes, patterns, organizing structures, and investigative methodologies to capture the essence of a topic The surgical removal of repetitive practice material provides the time for other enrichment activities.

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takes into account student's ages, maturity levels, prior knowledge, and levels of experience. Three phase approach to choosing content: intensive group coverage, extensive group coverage, and intensive individual or small group coverage.Designed by Renzulli

internal motivation encourages creativity

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are non-graded groups of students who share common interests, and who come together to pursue these interests during specially designated time blocks usually consisting of one-half day per week.

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Research has shown that gifted students who have been accelerated thrive in challenging atmospheres and are well adjusted socially and emotionally.

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A differentiated instructional strategy in which all students work toward the same goal, but activities are geared toward each student's level of understanding.

standardized test to determine whether a student is an excellent candidate for whole grade acceleration

is an instrument used for identification of the creatively gifted it does not consider the full range of conditions for whole grade acceleration.

a test for determining a person's intelligence quotient, or (IQ) measures cognitive abilities and does not consider the full range of conditions for whole grade acceleration

developed by Alfred Binet and Theodore Simon Mental age divided by actual age multiplied by 100

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110-120 majority of population

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measures academic achievement but not the full range of conditions pertinent to whole grade acceleration

not synonymous with tracking - grouping is flexible, targeted, and not permanent

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The process of placing students of similar abilities into groups and attempting to match instruction to the needs of these groups.

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Grouping several gifted students together in one heterogenous classroom for the purpose of receiving differentiated instruction.

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Activities that add or go beyond the existing curriculum.

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manipulate information rather than merely memorize it

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differentiated instruction present math problems with graduated levels of difficulty and complexity. Give them problems where they can make mistakes so they can see mistakes can eventually lead to the answer

An educator that would tell his students about the time he did not calculate whether his rope was long enough to rappel off a cliff and reach the ground, he had to jump 15 feet. He also gave them problems to work where mistakes were common so they could see that making errors was not the end of the world.

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skills at research

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-acceleration,

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Improves observational skills

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A strategy of progressing through education at rates faster or ages younger than the norm.

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Modifying curriculum and instruction

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one size doesn't fit all

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the successful

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90% of identified gifted students in school programs

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divergently gifted

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want to hide their giftedness

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are angry -system has not met their needs

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ifted children who are physically or emotionally handicapped or who have learning disabilities

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by definition, are. "students who solves problems or develop. new ideas through a combination of divergent and convergent thinking and function with minimal external guidance in selected areas of endeavor."

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focuses on identifying & serving students who are traditionally underrepresented in gifted programs - minority

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Law that provides a free appropriate public education for students with disabilities

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a summary describing the student's current achievement in the areas of need as determined by an evaluation. It specifically addresses the student's strengths, effective teaching approaches, and interventions to enable student success.

Measures fluency, flexibility, originality, and elaboration"thinking creatively with pictures, thinking creatively with words used from k-graduate school

formulated the structure of intellect model in 1962 identifying 180 different kinds of thinking, many of them divergent.

180 different kinds of thinking, many of them divergent

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did a follow up study on Guilford battery tests and found that students identified as creative in elementary school also had high scores in high school.

affords parents and students over 18 years of age ("eligible students") certain rights with respect to the student's personal information & education records

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time efficient & less expensive way to assess giftedness using six scales beyond kindergarten. It is is administered by teachers and covers intellectual ability, academic ability, creativity, artistic talent, leadership ability, and motivation.

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Enrolling in a college while in high school in order to get both high school and college credit at the same time.

Being enrolled in college while attending high school in order to get college credit.

(1) psychometric theories

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are based on a model that portrays intelligence as a composite of abilities measured by mental tests. This model can be quantified.

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derive from studying the processes involved in intelligent performance. These processes range from the very simple (e.g., inspection time) to the fairly complex (e.g., working memory). Different theorists have focused on different processes (or aspects of these processes, such as processing speed)

emphasize processes that demonstrate intelligence within a particular context (such as a cultural environment). Major theories include Sternberg's triarchic theory, Gardner's theory of multiple intelligences, and Piaget's theory of development.

emphasize the relationship between intelligence, and the brain and its functions.

Menu of challenging learning experiences or opportunities that fit the unique interests and abilities of advanced level students

is an aptitude and achievement test, geared towards identifying gifted students in kindergarten through eighth grade. Designed to reduce prejudice in testing. Ultimately, measures the relationship between aptitude and achievement.

is a term coined by Joy Paul Guilford as the opposite of divergent thinking. It generally means the ability to give the "correct" answer to standard questions that do not require significant creativity, for instance in most tasks in school and on standardized multiple-choice tests for intelligence.

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is a thought process or method used to generate creative ideas by exploring many possible solutions. It typically occurs in a spontaneous, free-flowing, "non-linear" manner, such that many ideas are generated in an emergent cognitive fashion.

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Structuring assignments for divergent thinking

it should provide multiple paths to reach specified goals.

Helping students pick appropriate topics for study

they should be given multiple educational opportunities to realize their potential to the fullest.

supersensitivity to their environments

SEM School Enrichment ModelRenzulli and Reis

the student should work independently in the classroom to develop a deeper understanding of the subject

providing leadership for the improvement of the profession

interpret the meaning of the test results.

reasoning powers intellectual curiosity superior written or spoken language reads avidly learns quickly grasps math concepts creative ability sustains concentration high standards responsive to new ideas

strong internalized self concepts, look for ways to meet their own needs (George Betts). Strong sense of self efficacy (belief in their ability to do things)

foster high level thinking

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identified sensitivities in gs: psychomotor, sensual, emotional, intellectual, and imagination. Vivid dreams, original ideas, fantasize. Can have intensities like overexcitabilities or supersensitivities.

1. Sensorimotor (birth to 2): Children build their concepts through physical interaction, develop 5 senses and have no sense of object permanence, egocentric.

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SEM (School Enrichment Model)

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cognitive and affective taxonimies

understanding ones emotions (Bloom and Krathwohl)

feeling ones emotions (Bloom and Krathwohl)

emotional and social development

incorporate emotional, social, and career developmentgroup discussions about developmental challengesmoral development

Curriculum that focuses on person/social awareness and adjustment, and includes the study of values, attitudes, and self

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the belief in one's ability to succeed at a particular task, one's sense of competence and effectiveness

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Krathwohl's affective domain taxonomy is perhaps the best known of any of the affective taxonomies. "The taxonomy is ordered according to the principle of internalization. Internalization refers to the process whereby a person's affect toward an object passes from a general awareness level to a point where the affect is 'internalized' and consistently guides or controls the person's behavior

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is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study

Developing children progress through a predictable sequence of stages of moral reasoning (preconventional, conventional, postconventional).

hypothetical situations that require a person to consider values of right and wrong

The tendency for people to be unrealistically optimistic about how quickly they can complete a project or task.

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a self-reinforcing process in which a collective belief gains more and more plausibility through its increasing repetition in public discourse (or "repeat something long enough and it will become true").

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cognitive bias in which unskilled individuals suffer from illusory superiority, mistakenly rating their ability much higher than average.

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the tendency to attend to evidence that complements and confirms our beliefs or expectations, while ignoring evidence that does not

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Holding students, teachers, administrators, and other school personnel responsible for instructional outcomes.

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The tendency to attribute other people's behavior to internal causes while attributing our own behavior (especially errors and failures) to external causes.

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claim to have lost interest, some will hide their gifts due to peer pressure, they might not have been identified earlier, felt rejected, feel bored and might do the minimal amount of work, rely on adults to guide them and do not have self direction, spontaneity can be perceived as disruptive, low self esteem.

Understanding Those Who Create 1998 - author understanding creativity

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Measuring creativity in research and practice

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The "Big Five" personality traits

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creative types are likely to work independently on their creative products to avoid much social stimulation and group influence.

read to child regularly, or have them read to you

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do not punish tantrums when the cognitive development and physical development are not equal, less controlling, but give some guidance and structure, do not punish for having abnormal ideas

do not prohibit their interests, arrange behavioral contracts, when they do an assignment in an unliked area, do not punish, do not force them to do traditional procedures, do not ignore their gifts

developed the most widely used standardized test of creative thinking and founded the Future Problem Solving Program (FPSP).

is a non-profit educational program that organizes academic competitions in which students apply critical thinking and problem-solvingskills to hypothetical future situations.

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Section 1:

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low self esteem

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refers to the existence of a broad mental capacity that influences performance on cognitive ability measures

first described the existence of general intelligence in 1904

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is an average of all values obtained 100, 100, 100, 96, 96, 96, 94, 94, 92 90example: 96%

the midpoint of all scores 100, 100, 100, 96, 96, 96, 94, 94, 92 90example: 96

the most frequent value 100, 100, 100, 96, 96, 96, 94, 94, 92 90example: 100

visualizes a normal distribution. Gifted student scores will not be found near the median (middle)

how much the numbers in a given set vary within their distribution and how close to or spread away they are from the mean/average.

calculated by squaring each variation from the mean and averaging the squares. (standard deviation squared)

whether a measurement can be repeated with consistent results.

whether the findings of an experimental study are attributable to the intervention or treatment used in the study and not to any other variables.

how much a study's findings can be generalized to populations beyond the study's sample. (extent to which we can generalize findingst

"Culturally neutral" test suitable for testing culturally diverse student populations. It is nonverbal. The online tests publisher is Pearson.

a useful diagnostic tool for giftedness. Subtests include: similarities, vocabulary, comprehension, matrix reasoning, picture concepts, block design, letter number sequencing, symbol search, digit span, coding.

recommended by Flanagan and Kaufman (2204) as an additional measure to WISC test with six sub scales.

similar to GAI, computed from verbal comprehension and perceptual reasoning indices.

test for ages 2.6-7.3

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based on the idea that intelligence is multidimensional in nature, not reflected by any one measurement. Kranz 1978

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a test's upper limit. the highest score it is capable of yielding.

federal law provides students with designated disabilities are guaranteed. This does not include gifted.

an instructional model that focuses on varying teaching methods.

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an instructional model that focuses deeper understanding and more complex knowledge.

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instructional model which uses educational enhancements that simultaneously benefit all students and address the special needs of gifted students.

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a guide for the teacher to help focus instruction on the student's educational needs and goals.

They believed in two main concepts regarding gifted education.

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parents, educators, student

requires objective testing instruments for accuracy.

-indicate the students PLEP (present level of educational performance)

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in GIEP, the section where classroom activities are designed to match the individual gifted student's needs.

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-differentiated homework: it can avoid the problem of having several homework assignments

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Carol Ann Tomlinson's Differentiation of Instruction Model-

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a framework for levels of understanding

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1. adapt, modify, or differentiate grade level curriculum to address gs needs

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1. the purpose should be clear

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way to incorporate complex, abstract concepts into the curriculum. Units that are organized around a particular theme or topic.

gives gs encouragement for initiating, implementing, and successfully completing their own scholastic activity in area of interest.

historical research: it reconstructs past objectively

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to create academic rigor when students are in the same class at similar intellectual levels.

made during the implementation of a program for educators to see that their programs accomplish intended goals.

made following full program implementation to assess the extent to which the program attains its goals and objectives.

They identified five environmental constraints that destroy motivation and creativity:

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In his Differentiated Model of Giftedness and Talent clearly distinguishes giftedness from criteria of competence/ability/aptitude versus performance/achievement/skill.Aptitude domains include: intellectual, creative, socioaffective, and sensorimotor

The model includes four domains of giftedness of natural abilities. The four domains are intellectual, socioeffective, creative, and sensorimotor, and all four domains of giftedness need not be present for a student to be considered gifted.

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This model seeks the benefit of working from and developing a child's areas of strength. This philosophy aligns well with principles for gifted andtalented education. It is not suggested that students need to master all eight intelligences or focus on gaps in their learning

The model is based on four interdependent multifactorial dimensions: talent factors (relatively independent), resulting performance areas, personality factors, and environmental factors; the latter two moderating the transition from talent (gifts) to performance.

person thinks he or she can control events that impact them.

mapping curriculum from previous grade

Mastery of a subject at grade level, unrelated to standards

Adept at using multiple resources, willing to take risks, applies key words when asked Q. According to Kaplan, belief sets are a strong indicator of learning success.

Involves exploring content within a discipline, analyzing from concrete to the abstract, familiar to the unfamiliar, known to the unknown, exploring the discipline by going past facts and concepts into generalizations, principles, theories, laws; investigating the layers of experience within a discipline through details, patterns, trends, unanswered questions, ethical considerations.

Ziegler considers giftedness as a characteristic which changes over time within a environmental context and is the result of various interactions between the individual and the environment. This model is named for this concept.

A website that supports parents, teachers and students of Gifted with over 1500 pages of documents and activites.

An organization hosted by the University of Connecticut focusing on the needs of gifted and talented youth by asserting answers to the common questions creativity, assessment, identification, programing and evaluation.

These words are associated with what activity on Bloom's Taxonomy: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates

These words are associated with what activity on Bloom's Taxonomy: appraises, compares, concludes, contrasts, criticizes, critiques, debates, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports

These words are associated with what activity on Bloom's Taxonomy: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes

This model, based on an adapted, rigorous curriculum, offers significant challenges to gifted students in the class and therefore meets the unique academic needs of gifted students. In this model students are excused from classroom activities that address the skills they have mastered and are allowed to work on more advanced, complex learning activities that are concept-based and support discovery and growth toward expertise.

This model is designed to help teachersrecognize and nurture the multiple talents of children.

This test used primarily to highlight achievement differences among students, producing a dependable ordering of student ability.

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These tests are designed to measure student performance against a fixed set of predetermined criteria or learning standards

Also called rapid progress, is an accelerated delivery method for students who have demonstrated that they can handle a significantly faster pace of instruction. With this, all academic content is covered, but students and instructors work at a faster pace and cover more than a year's worth of work in a year. It can lead to faster completion without missing or skipping any content instruction.

This government agency mandate legal rights and programs for gifted students, and local education agencies can modify and adapt programs under the laws and regulations outlined by the state.

These provide information on outcomes over a period of time to ensure that discussion and decision-making are based on solid data rather than myth, misconception, or personal bias.

guide instruction

To administer this, someone must observe and rate an activity, behavior, or assignment using descriptions or qualitative statements. All of the other choices are quantitative assessments that generate numerical data.

is thinking about what we know and what we don't know and includes connecting new information to former knowledge, selecting thinking strategies, and monitoring and evaluating thinking processes.

identify and eliminate potentially biased practices and procedures from the identification process.

Gifted students often avoid taking risks because of a fear of failure and, as a result, do not learn how to deal with mistakes. If this concept is modeled and encouraged, students are more likely to appropriately handle failure and learn the value of both the risk and the mistakes.

how spread out scores are from the mean

mission is to support the classroom teacher as well as involve parents and administrators. It provides research articles, teaching ideas, and links to various other publications helpful to teachers, parents, and administrators.

identified individual characteristics

the recognized father of gifted education. In 1916, Terman revised the Binet-Simon and published the Stanford-Binet test, which made it possible for schools to assess student intelligence.

might be called the mother of gifted education, he was the first to use the term 'gifted' for intellectually advanced children

was the first to define giftedness broadly to include creativity, leadership, and academic ability.

Districts typically follow a systematic, multi-phased process for identifiying gifted students to find students who need services beyond the general education program:

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1. begins with good curriculum and instruction.

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inductive reasoning moves from specific instances into a generalized conclusion, while deductive reasoning moves from generalized principles that are known to be true to a true and specific conclusion.

1. physiological

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intelligence combined with effort

Jerome Bruner' theory is very influential and has direct implications on the teaching practices.

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Grade skipping is the preferred method to use for acceleration in elementary school

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The most appropriate curriculum for gifted learners is one that provides opportunities for students to explore areas of great interest in greater depth or breadth.

Children who refuse to draw a picture of an object because they do not know how to represent multiple dimensions are demonstrating critical thinking, multidimensional considerations, and creativity of thought beyond normal standards.

A student portfolio includes both graded and nongraded work representing overall student abilities and is not an assessment based on a standardized score.

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Differentiates the curriculum through content, process, and products

Includes accelerated and advanced content, thematic units, and complex issues and concepts

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offers a continuum of services including Type I, II, and III enrichment and is one of the most widely used gifted education curriculum models.

consists of five components that interact to create an appropriate learning environment: program goals, student identification and grouping, trained teachers, curriculum, and instruction

The theory, proposed by psychologist Robert J. Sternberg, contends that

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The student is primarily responsible. One of the purposes of the Total Talent Portfolio is to encourage student autonomy. In taking on responsibility in the selection of materials that will compose the TTP, updating the portfolio at regular intervals and establishing personal goals, the student assumes ownership and is therefore more committed. The teacher's role is that of a guide, primarily in the process of review.

determine what the students already have learned and if they are more advanced than their grade level peers.

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Intelligence quotient (IQ) or cognitive abilities test scores are also used to identify gifted and talented students. While these tests provide information for the intellectual domain, these tests are not as helpful in identifying someone with creative, leadership, or other abilities.

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