Gifted and Talented at Hartland. Helen Green Welcome and Introduction
Gifted and Talented at Hartland. Aims and objectives of this coffee morning To ensure all parent are aware of: • The definition Hartland and KHDA use for Gifted and Talented (GT) • Our mission and goals for GT students. • The process of identification of potentially GT students. • Types of provision available for GT students • Assessment and Reporting for GT students
Definitions of Gifted and Talented. Go to menti.com and use the code 95 99 47 to write the 5 key words you associate with Gifted Then use code 83 12 19 and do the same thing for Talented.
The Hartland definition of Gifted and Talented will follow the KHDA recommendations Giftedness refers to a student who is in possession of untrained and spontaneously expressed exceptional natural ability in one or more domain of human ability . Talented refers to a student who has been able to transform their giftedness into exceptional performance.
Gagnes Differentiated Model of Giftedness. (Annotated by Helen Green). Traits are generally part of genetic make up Teachers, parents, peers and school The one that is easiest to Easy to measure in but as teachers we can help to develop environment will all have a part to identify, often closely high CAT scores resilience. Goal management can be play here, along with enrichment and linked to the intellectual (126+) / IQ tests developed through being aware of student’s curriculum opportunities offered. gift in Domains. Ma En interests, strengths and weaknesses and MFL some Sc. encouraging perseverance. Imaginative, creative May be children, possibly not demonstrated high CAT, maybe just in Domains of different . Intellectual, Creative or perceptive. STEAM Take on leadership roles/ school council/ sociable Creative and students with lots of Perceptual friends. domains, art, music, dance and drama. Enterprise and real life Students will problems show more visual and kinesthetic The process of moving from Gifted tendencies. Non Related to the natural abilities to Talented Community verbal and spatial gifted domains of Children Conventional competencies depends on content service, reasoning, likely muscular and demonstrating costing/ finance. and access of activities, investment of sustainability, to be higher. potential in sports and motor control. Projects related to time, energy and money and charity work and physical domains. these can progressing at appropriate pace. working with encompass Admin teams. and sales
Definitions of Gifted and Talented. Renzulli: Gifted behaviours can be found "in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances).
Renzulli’s Model of Giftedness. Gifted Behaviours
So… what do we want ? To identify as many students, in as many areas of interest as we can and support them to learn deeply, have fun and experience this learning in and outside the classroom .
How will we start?
Keep it simple, Take it slowly, build a firm foundation and be consistent. Definitions Identification Provision Monitoring Reporting
What is the process for identification of Gifted and Talented at Hartland? CAT scores Teacher recommendations GT observations and interviews ( task commitment and creativity) Parental discussions The identification process will be far reaching , following Gagne’s model. Children identified as gifted will then be supported to develop competence and talent in their field. A Gifted and Talented register is fluid, children may come on and off it, however, they will always be on our radar.
Identification So we can see identification is not straightforward. Differences in maths and language are the norm not the exception
The Hartland Identification Checklist. Please refer to the Hard Copy, this will be one of the measures we use to identify students.
Provision - Support for Gifted Support in and occasionally out of class with Class or specialist teachers Support will depend on the level of competency. Could be deeper level of mastery, project work, invitational enrichment classes Integral to all support will be higher level thinking and directed questioning.
Support for Gifted Hartland offer enrichment opportunities which encompass all of the domains highlighted by Gagne. Domain Intellectual Creative (includes performance) Physical Social (Community and performance) Perceptual (Technical and performance)
What will provision entail? Enrichment activities, to develop mastery in specific physical or mental domains Projects for enterprising and real life application Problem Solving for deeper mastery Choice boards for in and out of class sessions to demonstrate HOTS ( later in term) HOT questioning
Enrichment Activities Any activities that allow students to explore in different or deeper ways than in the classroom and to enhance curriculum learning. E.g. Debate and Philosophy Chess/Rubics Cube/Scrabble/Mad Gab/ Set Performance poetry, create and perform. Bizkids – create, market, price and package a new product – sell it. STEAM activities eg help Rapunzel get out of the tower in a different way. The most important task for enrichment withdrawal or after school activities is freedom to talk and explore ideas.
What is HOT and what is NOT? H O T S L O T S
What is HOT and what is NOT?
Goldilocks and the 3 Bears applied to Bloom's Taxonomy Remember: Who was the biggest bear? What food was too hot? Understand: Why didn't the bears eat the porridge? Why did the bears leave their house? Apply : List the sequence of events in the story. Draw 3 pictures showing the beginning, middle and ending of the story. Analyse: Why do you think Goldilocks went for a sleep? How would you feel if you were Baby Bear? What kind of person do you think Goldilocks is and why? Create: How could you re-write this story with a city setting? Write a set of rules to prevent what happened in the story. Evaluate: Write a review for the story and specify the type of audience that would enjoy this book. Why has this story been told over and over again throughout the years? Act out a mock court case as though the bears are taking Goldilocks to court. Bloom's Taxonomy helps you to ask questions that make learners think. Always remember that higher level thinking occurs with higher level questioning.
A Question for you….. How does the keep off the grass sign get placed smack in the middle of the grass? Think of your own creative response and then share with the person next to you.
Reporting – How will parents be informed ? Initial Gifted and Talented meeting will be held in Term 1 each year, - TODAY! Parents will be notified if their child is identified as gifted in a domain and the level of support to be offered will be explained. Parents are welcome and encouraged to meet with myself to discuss their child in more detail.
Competitions Current research argues that it is valuable to fail in a safe environment( Sutherland 2012) Rather than the first failure being at University level. We already take part in some competitions ( Eg Emirates Lit Fest/ Math Challenge). We will also be taking part in mini league competitions and other competitions as they come along.
Identification an insight into Gifted kids https://www.youtube.com/watch?v=NKdo83HksFA
Thank you I look forward to working with you and your children. Contact Details hgreen@hartlandinternational.com Tel 04 407 9 437 Extension 437
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