Re: Sally – Gifted & Talented
Dear Amy,
From what we have observed of your class so far, it appears that one of the most conscientious and diligent students that you have this year is Sally. From our perspective, we believe that this is both a blessing and a curse – a blessing because she will without doubt, be one of the most hard-working, trusting and self motivated students in your class, and a curse because you yourself will have to extend and adjust learning experiences and provide for her needs appropriately (Whitton, 2002). Other teachers have raved about her, and it seems as if she hasn’t put a foot wrong throughout her schooling career thus far. At present, we understand that Sally’s mother thinks that she is ‘gifted’- but do you feel the same way Amy? Of course, categorising students as ‘gifted and talented’ is difficult because there are so many factors in which teachers have to consider. Despite the fact that a teacher has already said that she doesn’t do anything except read, read and read, it is not usually sufficient to base it on such characteristics, as well as ‘those students who have relatively large vocabularies or those who are curious to learn’ (Marsh, 2008, p. 223). Of course, there are many ways to determine whether or not children such as Sally are deemed ‘gifted and talented’, and we will look at this in greater depth in this letter, as well as ways in which their needs can be met within the classroom.
Amy, there are many definitions of what constitutes a gifted and talented child, and you should use these definitions and understandings in order to determine if your student Sally, is indeed ‘gifted and talented’. The NSW DET (2010) believe that gifted students are those whose potential is distinctly above average in one or more domains of human ability, and that talented students are those whose skills are distinctly above average in human performance. Renzulli (1982, cited in Vialle & Rogers, 2009) defines gifted and talented as a person with above average in ability, a person who can think creatively and a person who is task-committed in an area of interest or passion, whilst Marland (1972, cited in Whitton, 2002) believes that a gifted person shows extraordinary potential or demonstrates extraordinary performance in one or more domains of ability, to include intellectual, academic, creative, leadership, visual and performing arts. Take a step back, and think about these definitions Amy ... take these descriptions into consideration and ask yourself the following questions in relation to Sally – Is she a high achiever and above average in human ability? Does she score highly in tests? Does she learn rapidly and retain easily what she has learnt? Does she use a lot of common sense and practical knowledge in the classroom? Can she think outside the square, and think creatively and differently? Is she interested, and show great potential and/or skills in one or more areas of human performance? These definitions and questions will assist you in determining whether students such as Sally can be categorised as ‘gifted and talented’ (Marsh, 2008). If you feel that Sally has ticked all the boxes here and exemplifies one or more of the above definitions, you as her teacher need to straight away, take into consideration her needs, which of course, are different to the other students in your classroom (Vialle & Rogers, 2009; Whitton, 2002).
Obviously, when you know that there is a gifted student in your classroom, you Amy need to plan appropriately and cater to the child’s specific needs. Not only do you have to consider their cognitive needs, but you also need to think about their affective and social needs (VanTassel-Baska, 1994; Vialle & Rogers, 2009). Ultimately, these needs must transpire in the curriculum and learning experiences in which you present. Vialle and Rogers (2009) have noted that the curriculum in which you have to teach from should include a blend of enrichment and acceleration options, and must be planned carefully, documented and implemented. As well, you need to promote a curriculum that develops higher-order thinking skills, as opposed to ‘marking time, helping slower learners, or completing additional work at the same standard as already mastered’ (Vialle & Rogers, 2009, p. 33). In essence, basic cognitive skills, such as critical thinking, creative thinking and problem solving need to be embedded within tasks (Whitton, 2002). You need to provide opportunities for divergent production, plan for group and individual work that demonstrates process and product outcomes, allow for discussions among intellectual peers and implement learning experiences that cater to individual strengths and interests (VanTassel-Baska, 1994). Finally, you must have learning experiences that are complex in levels of thought and plan for tasks that lead to the exposure of other areas (Vialle & Rogers, 2009). If anything, you Amy must be imaginative and flexible. Don’t be threatened by the enormous capabilities of these students - if you plan and cater for their needs, both you and the student will benefit.
Classroom teachers, like you Amy can also draw upon a number of models in order to appropriately create differentiated learning experiences for the gifted and talented learner. Fundamentally, these models can be applied to lessons and unit outlines to creatively ‘produce programs that provide flexibility and choice for the range of individual differences in the classroom’ (NSW DET, 2004, p. 15). As well, they enable teachers to learn how to differentiate thinking and learning, how to differentiate content and knowledge and how to differentiate expectations for their highly capable students (VanTassel-Baska, 1994). Benjamin Bloom’s Taxonomy of Educational Objectives and Frank Williams’ Cognitive-Affective Interaction Model are two such examples in which you Amy can use. For more information on these models, we suggest you visit www.schoolexamensvo.nl/downloads/bloomspres.ppt and/or http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf.
We believe that user-friendly models will help you systematically extend and differentiate your lessons for your students, such as Sally.
Although Sally’s mother insists she is ‘gifted’, you Amy need to use your skills of analysis and judgement to determine whether or not she is truly ‘gifted and talented’. Just because her mother thinks she is, this does not necessarily mean that she is of a gifted nature. However, if you believe that she accurately fits into the category of ‘gifted and talented’, then you as her teacher need to cater for her individual needs within classroom learning. Use the advice we have given you in this letter, and familiarise yourself with the state’s Gifted and Talented policy, which can be found at http://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml. Finding children with gifts and talents is very important, but the reasons for finding them is even more important. Fundamentally, we must find them ‘in order to provide for them appropriately or else we run the risk of losing the opportunity to develop their great potential into something that will benefit their own lives, their community, their state and their country when they become adults’ (Vialle & Rogers, 2009, p. 15).
Good luck Amy, and until next time,
Dear Amy,
From what we have observed of your class so far, it appears that one of the most conscientious and diligent students that you have this year is Sally. From our perspective, we believe that this is both a blessing and a curse – a blessing because she will without doubt, be one of the most hard-working, trusting and self motivated students in your class, and a curse because you yourself will have to extend and adjust learning experiences and provide for her needs appropriately (Whitton, 2002). Other teachers have raved about her, and it seems as if she hasn’t put a foot wrong throughout her schooling career thus far. At present, we understand that Sally’s mother thinks that she is ‘gifted’- but do you feel the same way Amy? Of course, categorising students as ‘gifted and talented’ is difficult because there are so many factors in which teachers have to consider. Despite the fact that a teacher has already said that she doesn’t do anything except read, read and read, it is not usually sufficient to base it on such characteristics, as well as ‘those students who have relatively large vocabularies or those who are curious to learn’ (Marsh, 2008, p. 223). Of course, there are many ways to determine whether or not children such as Sally are deemed ‘gifted and talented’, and we will look at this in greater depth in this letter, as well as ways in which their needs can be met within the classroom.
Amy, there are many definitions of what constitutes a gifted and talented child, and you should use these definitions and understandings in order to determine if your student Sally, is indeed ‘gifted and talented’. The NSW DET (2010) believe that gifted students are those whose potential is distinctly above average in one or more domains of human ability, and that talented students are those whose skills are distinctly above average in human performance. Renzulli (1982, cited in Vialle & Rogers, 2009) defines gifted and talented as a person with above average in ability, a person who can think creatively and a person who is task-committed in an area of interest or passion, whilst Marland (1972, cited in Whitton, 2002) believes that a gifted person shows extraordinary potential or demonstrates extraordinary performance in one or more domains of ability, to include intellectual, academic, creative, leadership, visual and performing arts. Take a step back, and think about these definitions Amy ... take these descriptions into consideration and ask yourself the following questions in relation to Sally – Is she a high achiever and above average in human ability? Does she score highly in tests? Does she learn rapidly and retain easily what she has learnt? Does she use a lot of common sense and practical knowledge in the classroom? Can she think outside the square, and think creatively and differently? Is she interested, and show great potential and/or skills in one or more areas of human performance? These definitions and questions will assist you in determining whether students such as Sally can be categorised as ‘gifted and talented’ (Marsh, 2008). If you feel that Sally has ticked all the boxes here and exemplifies one or more of the above definitions, you as her teacher need to straight away, take into consideration her needs, which of course, are different to the other students in your classroom (Vialle & Rogers, 2009; Whitton, 2002).
Obviously, when you know that there is a gifted student in your classroom, you Amy need to plan appropriately and cater to the child’s specific needs. Not only do you have to consider their cognitive needs, but you also need to think about their affective and social needs (VanTassel-Baska, 1994; Vialle & Rogers, 2009). Ultimately, these needs must transpire in the curriculum and learning experiences in which you present. Vialle and Rogers (2009) have noted that the curriculum in which you have to teach from should include a blend of enrichment and acceleration options, and must be planned carefully, documented and implemented. As well, you need to promote a curriculum that develops higher-order thinking skills, as opposed to ‘marking time, helping slower learners, or completing additional work at the same standard as already mastered’ (Vialle & Rogers, 2009, p. 33). In essence, basic cognitive skills, such as critical thinking, creative thinking and problem solving need to be embedded within tasks (Whitton, 2002). You need to provide opportunities for divergent production, plan for group and individual work that demonstrates process and product outcomes, allow for discussions among intellectual peers and implement learning experiences that cater to individual strengths and interests (VanTassel-Baska, 1994). Finally, you must have learning experiences that are complex in levels of thought and plan for tasks that lead to the exposure of other areas (Vialle & Rogers, 2009). If anything, you Amy must be imaginative and flexible. Don’t be threatened by the enormous capabilities of these students - if you plan and cater for their needs, both you and the student will benefit.
Classroom teachers, like you Amy can also draw upon a number of models in order to appropriately create differentiated learning experiences for the gifted and talented learner. Fundamentally, these models can be applied to lessons and unit outlines to creatively ‘produce programs that provide flexibility and choice for the range of individual differences in the classroom’ (NSW DET, 2004, p. 15). As well, they enable teachers to learn how to differentiate thinking and learning, how to differentiate content and knowledge and how to differentiate expectations for their highly capable students (VanTassel-Baska, 1994). Benjamin Bloom’s Taxonomy of Educational Objectives and Frank Williams’ Cognitive-Affective Interaction Model are two such examples in which you Amy can use. For more information on these models, we suggest you visit www.schoolexamensvo.nl/downloads/bloomspres.ppt and/or http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf.
We believe that user-friendly models will help you systematically extend and differentiate your lessons for your students, such as Sally.
Although Sally’s mother insists she is ‘gifted’, you Amy need to use your skills of analysis and judgement to determine whether or not she is truly ‘gifted and talented’. Just because her mother thinks she is, this does not necessarily mean that she is of a gifted nature. However, if you believe that she accurately fits into the category of ‘gifted and talented’, then you as her teacher need to cater for her individual needs within classroom learning. Use the advice we have given you in this letter, and familiarise yourself with the state’s Gifted and Talented policy, which can be found at http://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml. Finding children with gifts and talents is very important, but the reasons for finding them is even more important. Fundamentally, we must find them ‘in order to provide for them appropriately or else we run the risk of losing the opportunity to develop their great potential into something that will benefit their own lives, their community, their state and their country when they become adults’ (Vialle & Rogers, 2009, p. 15).
Good luck Amy, and until next time,
Project BEAM
