2/5/17 Agenda • What Is Gi?edness • Characteris=cs of the Gi?ed UNLOCKING GIFTEDNESS: • Some Misconcep=ons about Gi?ed Children • Profile of the Gi?ed An Introduc=on to Gi?edness for Teachers in • Awareness in India: Scenario in Schools India • Iden=fica=on • Curriculum Overview • Twice Excep=onal Students Dr Inderbir Sandhu Mind Path Consulting Services www.mind-path.com 2 The Na=onal Associa=on for Gi?ed Children (NAGC): “ children and youth with demonstrated gi?s and talents as well WHAT IS GIFTEDNESS as those who may be able to develop their talent poten=al with appropriate Defini=ons educa=onal experiences. ” 3 4 MULTIPLE INTELLIGENCE Renzulli’s Three-ring Concept A 9 th one? Existen:al Above Average Ability Creativity GIFTED Task Commitment 5 6 1
2/5/17 Are there different levels of To sum up… gi?edness? LEVEL IQ ESTIMATE • “Individuals who show evidence of high performance capability in areas such as intellectual, crea=ve, ar=s=c, leadership capacity, or specific academic Gi?ed Or Moderately Gi?ed (G/MG) 130-138 fields, and who require services or ac=vi=es not ordinarily provided by the school in order to fully Highly Gi?ed (HG) 138-145 develop such capabili=es.” • A young gi?ed child may exhibit abili=es earlier or with greater intensity than the average child. Excep=onally Gi?ed (EG) 145-152 Profoundly Gi?ed (PG) 152-160 7 8 General Characteris=cs • General intellectual ability CHARACTERISTICS OF THE • Specific academic ap=tude • Crea=ve thinking and produc=on GIFTED • Leadership General and Dis=nct • Psychomotor ability • Visual and performing arts 9 10 Common Characteris=cs (cont.) Common Dis=nct Characteris=cs • Unusual alertness, even in infancy • Take less for granted, seeking the “hows” and “whys”; • Rapid learner; put thoughts together quickly highly inquisi=ve • Excellent memory • Work independently at an earlier age and can • Avid & early reader; reads extensively hence, larger concentrate for longer periods vocabulary • Interests diverse and intensely focused • Learn basic skills beher, more quickly, with less prac=ce • Boundless energy, some=mes leads to a misdiagnosis of • Beher able to construct and handle abstrac=ons hyperac=vity • Ability to pick up and interpret nonverbal cues • Keen and/or unusual sense of humour 11 12 2
2/5/17 Common Characteris=cs (cont.) Common Characteris=cs (cont.) • Preference for older company • Storehouse of informa=on • Keen powers of observa=on; eye for details • Intrinsically mo=vated • See cause-effect rela=onships • Highly sensi=ve • O?en scep=cal, cri=cal, and evalua=ve. Quick to • Idealism and sense of jus=ce at early age spot inconsistencies • Concern with social and poli=cal issues and • Vivid imagina=ons (and imaginary playmates when injus=ces in preschool) • Preoccupied with own thoughts-daydreamer 13 14 • One aspect which sets apart gi?ed students from their fellow classmates is their ability to make connec:ons which others o?en fail to see 15 16 About Gi?ed Children: Myth or Fact 1. Gi?ed in all academic areas. 2. Gi?edness is en=rely a maher of hard work. 3. All children are gi?ed. SOME MISCONCEPTIONS 4. Children become gi?ed because their parents push them. ABOUT GIFTED CHILDREN 5. Gi?ed children will become eminent adults. 6. Gi?ed children do not have learning disabili=es. Myths & Facts 7. Gi?ed children are not aware that they are somehow different than others. 8. If you tell gi?ed children they have advanced abili=es, they will become ego=s=cal. 17 18 3
2/5/17 About Gi?ed Children: Myth or Fact About Gi?ed Children: Myth 1. Gi?ed in all academic areas. 9. May not be high achievers. 2. Gi?edness is en=rely a maher of hard work. 10. Emo=onal maturity may not be as advanced as their intellect. 3. All children are gi?ed. NOT TRUE 11. May have emo=onal or interpersonal issues. 4. Children become gi?ed because their parents push 12. Does not enjoy demonstra=ng talents and abili=es for them. others. 5. Gi?ed children will become eminent adults. 13. Parents can iden=fy gi?edness in their own children. 6. Gi?ed children do not have learning disabili=es. 14. Most educators may not know how to work with gi?ed 7. Gi?ed children are not aware that they are somehow children. different than others. 8. If you tell gi?ed children they have advanced abili=es, they will become ego=s=cal. 19 20 About Gi?ed Children: Facts 9. May not be high achievers 10. Emo=onal maturity may not be as advanced as their intellect. 11. May have emo=onal or interpersonal issues. TRUE PROFILE OF THE GIFTED 12. Does not enjoy demonstra=ng talents and abili=es for others. 13. Parents can iden=fy gi?edness in their own children. 6 Types of Gi?edness 14. Most educators may not know how to work with gi?ed children. 21 22 TYPES OF GIFTEDNESS TYPE 1 – THE SUCCESSFUL • TYPE 1 – THE SUCCESSFUL • PERFECTIONIST • ACCEPTS AND • TYPE 2 – THE CHALLENGING • HIGH ACHIEVER CONFORMS • SEEKS TEACHER • DEPENDENT • TYPE 3 – THE UNDERGROUND APPROVAL • SELF CRITICAL • TYPE 4 – THE ANGRY • NON-RISK TAKING • ENTRINSICALLY • TYPE 5 – THE DOUBLE-LABELLED • DOES WELL MOTIVATED ACADEMICALLY • TYPE 6 – THE AUTONOMOUS • POSITIVE SELF- CONCEPT IKS/TEACHERTRAINING/CIC_DU/2017 23 IKS/TEACHERTRAINING/CIC_DU/2017 24 4
2/5/17 TYPE 3 – THE UNDERGROUND TYPE 2 – THE CHALLENGING • CORRECTS TEACHER, • HEIGHTENED • DENIES TALENT, • RESISTS CHALLENGES DEFENSIVE SENSITIVITY UNSURE • WANTS TO BELONG • QUESTIONS RULES, • CREATIVE • GUILTY SOCIALLY POLICIES • STANDS UP FOR • INSECURE CONVICTIONS • CHANGES FRIENDS • HONEST, DIRECT • PRESSURED • HAS MOOD SWINGS • COMPETITIVE • DROPS OUT OF • INCONSISTENT WORK • BORED, ADVANCED CLASSES HABITS FRUSTRATED • POOR SELF CONTROL, • IMPATIENT LOW SELF-ESTEEM IKS/TEACHERTRAINING/CIC_DU/2017 25 IKS/TEACHERTRAINING/CIC_DU/2017 26 TYPE 5 – THE DOUBLE-LABELLED TYPE 4 – THE ANGRY • INTERMITTENT • DEFENSIVE, EXPLOSIVE • POWERLESS ATTENDANCE • ISOLATES SELF, POOR • INCONSISTENT WORK SELF-CONCEPT, • DOES NOT DEPRESSED • LOW SELF-ESTEEM COMPLETE TASKS • BURN-OUT • ANGRY • PURSUES OUTSIDE • CREATIVE • AVERAGE/ BELOW INTERESTS • CRITISIZES SELF & OTHERS • DISRUPTIVE OR ACTS OUT • “ SPACED OUT ” IN • ACADEMICALLY CLASS AVERAGE/BELOW • SELF ABUSIVE, DISRUPTIVE, ANGRY IKS/TEACHERTRAINING/CIC_DU/2017 IKS/TEACHERTRAINING/CIC_DU/2017 28 27 TYPE 6 – THE AUTONOMOUS • APPRORIATE SOCIAL • INTRINSICALLY SKILLS, SELF-CONFIDENT, MOTIVATED SELF-ACCEPTING • STANDS UP FOR Awareness in India • WORKS INDEPENDENTLY CONVICTIONS • DEVELOPS OWN GOALS, • RISK-TAKERS, ACCEPTS ENTHUSIASTIC FAILURE § Scenario in Schools • WORKS WITHOUT • ACCEPTED AND APPROVAL ACCEPTS OTHERS • FOLLOWS STRONG • CREATIVE AREAS OF PASSION IKS/TEACHERTRAINING/CIC_DU/2017 29 5
2/5/17 Brief History of GE in India Other programmes • Stretches back to the 1960s, isolated in • 1962: Jnana Prabodhini Prashala in Pune (Mensa certain loca=ons (Jnana Probhodhini, Pune). India established here in 1976) • Provision is scant, over-reliance on ‘learning • 1963: Na=onal Talent Search Examina=on (NTSE) introduced by NCERT models and assessment tools transferred wholesale from western contexts’ • 1994: Tribal Mensa Nurturing Programme • 1999: Kishore Vaigyanik Protsahan Yojana (KVPY) • 2008: Innova=on in Science Pursuit for Inspired Research (INSPIRE) 31 32 Concerns: • 2013: Na=onal Associa=on of Gi?ed Educa=on • Focus is on Math & Sciences India (NAGE-India) renamed PRODIGY – • Lack of awareness Promo=ng Development of India’s Gi?ed Young • Lack of exper=se, research (under the wing of Na=onal Ins=tute of • Untrained teachers/educators Advanced Studies (NIAS) • Using of materials “wholesale” from western context – Partners: Delhi University and Agastya Founda=on • Lack of interest • India lagging behind other developing na=ons 33 34 Is it a BIG DEAL? • No big deal! IDENTIFICATION • Aren't they different from their peers? • So they would have to s=ck out somehow • They’re like young Einsteins Spopng Them In The Classroom • Easy peasy! 35 36 6
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