SECTION 2:
GIFTED AND TALENTED
LEARNERS
Chapters 3,4,5
Intended learning outcomes:
• Identify gifted and talented learners.
• Prepare an individualize education plan
suitable to the educational needs of gifted
and talented learners.
• Analyze trends and issues in teaching gifted
and talented learners.
CHAPTER 3:
Types, Characteristics, and identification of
Gifted and Talented Learners
Who are the Gifted and Talented Learners?
Types, Characteristics, and identification of Gifted and Talented Learners
5 CATEGORIES DEFINITION GIVEN TO GIFTEDNESS
1. After-the Fact Definition
2. IQ Definition
3. Percentage Definitions
4. Talent Definitions
5. Creativity Definitions
Why is it important to recognized Gifted
Learners?
Types, Characteristics, and identification of Gifted and Talented Learners
CHARACTERISTICS OF GIFTED LEARNERS
Intellectual Characteristics — exceptional reasoning ability;
curious; learning quickly; and having vivid imagination. They also
show early moral concern; has passion for learning; ability to
concentrate; thinks analytically; creative; has sense of justice; and
has a capacity to reflect deeply.
Types, Characteristics, and identification of Gifted and Talented Learners
CHARACTERISTICS OF GIFTED LEARNERS
Non-intellectual characteristics — A gifted learner may not always
follow the rule; tends to be domineering and argumentative;
excessively competitive; gets excited easily; may have a sharp
sense of humor.
Types, Characteristics, and identification of Gifted and Talented Learners
CHARACTERISTICS OF GIFTED LEARNERS
Personality characteristics — A gifted learner is insightful; may
have a strong need to understand and stimulated mentally;
possibility towards perfectionism; has a sense of humor as well as
sensitivity to others; may as well show intensity and perseverance.
They may exhibit tendency to question rules/authority and in
becoming an introvert.
Types, Characteristics, and identification of Gifted and Talented Learners
PROFILES OF GIFTED LEARNERS (TYPES)
Bett and Nielhart (2004;2017)
1. The Successful 4. The At-risk
2. The Creative 5. Twice Exceptional
3. The Underground 6. The Autonomous Learners
Types, Characteristics, and identification of Gifted and Talented Learners
TYPICAL AND ATYPICAL DEVELOPMENT
- in the areas of cognition, language, motor coordination, social interaction and adaptive
development. - in the areas of cognition, language, motor coordination, social interaction and
adaptive development.
1. By 1 year old 4. Between 3 and 4
2. Between 1 and 2 5. Between 4 and 5
3. Between 2 and 3 6. Between 5 and 6
CHAPTER 4:
Principles and Strategies of Teaching and
Designing IEP for Gifted, Talented Learners
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
DepEd Order no. 72 series of 2009, also known as
the inclusive education as strategy for increasing
participation rate of children
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
5 Components of DepEd order no. 72 series of 2009
1. Child Find
2. Assessment
3. Program Option
4. Curriculum Modification
5. Parental involvement
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
According to Davis, Rimm, and Siegle (2014) this
involves simple to complex way
1. A teacher providing additional instructional materials to
learners to those who finish a lesson's task early
2. Enriching the curriculum of teachers supplying extra
time for bright students to work at resources centers or
interested based projects
3. Part-time acceleration to a higher grade for one of
twosubject
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
According to Davis, Rimm, and Siegle (2014) this
involves simple to complex way
4. Full-time acceleration for grade skippinh
5. Cluster groupings of all gifted learners at each grade
level in a single classroom for special services
6. Implementing school wide plans to accommodate every
gifted learner in every regular classroom
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
According to Davis, Rimm, and Siegle (2014) this
involves simple to complex way
7. Implementing pull out programs
8. Conducting part-time special gifted class
9. Assigninh full-time special classes for every grade level
10. Opening a special school for the gifted with all of these
alternatoves
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
Acceleration and Enrichment
• Acceleration - Defined as an advsnce placement of
learners from a current level to higher level
• Enrichment - when learners are taught on the topics
depth and intensify of content thst go beyond their
prescribed grade lebel curriculum without providing thrm
advance placement
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
Rets, westberg, kulikovich and purcell (1998) underscore 4 Principles of
enrichment teaching and learning
1. Each student is different
2. Learning is more effective when the students enjoy what
they do
3. Learning is more meaningful when students learn content
and process while solving real problem
4. Where as some formal instruction is necessary, a major
goal is promoting knowledge and thinking skills via the
opportunity of what students have learned, they cannot, their
own meaning full meaning
• 1. Full-time Homogenous • 3. Part-time & temperaty
Groupings°Special grouping°Pull-out
Schools for the programs°Part-time
Gifted°Special Class Special
Classes°enrichment
• 2. Full-time clusters°Special Interest
heterogeneous groups and clubs.
grouping°Cluster Group°
heterogenues
class°Individual
Education Plan
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
Curriculum Modifications
Differentiation
Learner differences
Key principles
Classroom elements
Structional strategies
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
Lewis forms of differentiation
- Content - Structure
- Interest - Teacher time
- Pace - Teaching style
- Access - Level
- outcome - Grouping
- Curricular sequence
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
Tiered Instructions
- Enrichment strategies - Questioning
- scientific Research project ° Clarification
- Art, drama, creative writing, and ° Justification
other independent project.
° Conception
- Mentorships
° Stability
- Peer tutoring
Principles and Strategies of Teaching and Designing IEP for Gifted, Talented Learners
1. Speculation
2. Discrimination
3. Solution
CHAPTER 5:
Trends and Issues in Teaching Gifted and
Talented Learners
Trends and Issues in Teaching Gifted and Talented Learners
Can a learner be both Gifted and coupled
with a learning disability?
Trends and Issues in Teaching Gifted and Talented Learners
Twice Exceptional, Double Labeled, Dual
Exceptionalities — gifted children who are
physically or emotionally han
dicapped in some way, or who have learning
disabilities
Trends and Issues in Teaching Gifted and Talented Learners
GIFTED WITH LEARNING DISABILITIES
— Most common significant feature of GLD is having
an inconsistent, unpredictable, and inexplicable
academic performance.
— Others may excel in writing but may perform poorly
on verbal activities.
Trends and Issues in Teaching Gifted and Talented Learners
Thomas Alva Edison Walt Disney Leonardo Da Vinci
Trends and Issues in Teaching Gifted and Talented Learners
GIFTED WITH AUTISM
— Most common significant features: Extreme
ability to concentrate, poor social skills, and
extraordinary visual talent.
— Some learners with this condition exhibit
repetitive motor mannerisms, have unusual but
passionate interest in one topic, and often lack
empathy for others.
Trends and Issues in Teaching Gifted and Talented Learners
Dr. Temple Grandin Albert Einstein Van Gogh
Trends and Issues in Teaching Gifted and Talented Learners
GIFTED WITH ADHD
— Attention Deficit-Hyperactivity Disorder.
— Learners with this conditin tend to appear disorganized
and forgetful for they usually pay no attention to details.
— Giftedness may mask ADHD, and ADHD may mask
giftedness, Rimm (2008).
Trends and Issues in Teaching Gifted and Talented Learners
GIFTED WITH ADHD
— the double exceptionality of giftedness and ADHD is
common.
— giftedness does not provide protection from the difficult
symptoms of ADHD.
Trends and Issues in Teaching Gifted and Talented Learners
Michael Phelps Robin Williams
Trends and Issues in Teaching Gifted and Talented Learners
— The Combination of giftedness and disability can
deliver a double disadvantage.
— The two categories influence one another, talents must
be nurtured and learning strategies must be taught.
Trends and Issues in Teaching Gifted and Talented Learners
Response to Intervention
— is an early intervention strategy that is implemented within
the general education classroom.
—A process used by educators in helping learners who are
struggling, with either. a lesson or a skill.
—This strategy is not only made for gifted learners but to any
learner that struggle in some way.
—The general framework of RTI revolves around a
collaborative, problem-solving and intervention process with
multitiered support on varying degrees
End of Discussion
