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Lecture 16

EDP 256 Lecture 16: Gifted day1

2 Pages
31 Views
Fall 2016

Department
Educational Psychology
Course Code
EDP 256
Professor
Vermillion Judith
Lecture
16

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Kaitlyn Harlow
November 30th, 2016
Gifted and Talented Day 1
Definition
There is no IDEA definition of gifted since it is not covered under this act. There is NO federal
requirement that students who are gifted are served at all. They are however, required to be
identified so each state makes up their own definitions and procedures for this.
The definition for Ohio is included in the module, Identification: Who is Gifted by Ohio Law and
Rule. You will notice it is part of the Ohio Revised Code.
Ohio recognizes four types of giftedness. Read the information provided on how these students
are identified. Based on this information:
1. Imagine you are a teacher who teaches all subjects to all students, what difference would
you see between a student in your classroom who has been identified as superior cognitive and
a student who has been identified as Specific Academic?
A student with superior cognitive would excel in every subject whereas a specific academic
student would excel in one or two subjects.
2. What types of classroom behaviors do you think you see in a student who is identified in
the Creative Thinking category?
Drawing on their papers, humming or singing quietly
3. You have been asked to set up a program to identify all the students in your district who are
gifted in the performing arts. How would you set up this “assessment”?
Have the students try out for their performing art, ex. Band, dance, chorus, art.
Characteristics
Cognitive: How do these specific characteristics manifest themselves in the classroom?
4. ability to manipulate abstract symbol systems- able to understand language and
mathematics at an earlier age.
5. power of concentration- high degree of concentration and ability to focus on the same
problem for a long period of time.
6. preference for independent work- prefer working alone and figuring things out for
themselves. This trait reflects their enjoyment in constructing an internal schema to solve
problems rather than a tendency towards being antisocial.
Social/Emotional: What is the definition of these characteristics and how might they manifest
themselves in the classroom?
7. Altruism- unselfish concern for the welfare of others; ask people who seem upset if they’re
okay. Or helping students who don’t understand what is going on in class.
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Description
Kaitlyn Harlow November 30th, 2016 Gifted and Talented – Day 1 Definition There is no IDEA definition of gifted since it is not covered under this act. There is NO federal requirement that students who are gifted are served at all. They are however, required to be identified so each state makes up their own definitions and procedures for this. The definition for Ohio is included in the module, Identification: Who is Gifted by Ohio Law and Rule. You will notice it is part of the Ohio Revised Code. Ohio recognizes four types of giftedness. Read the information provided on how these students are identified. Based on this information: 1. Imagine you are a teacher who teaches all subjects to all students, what difference would you see between a student in your classroom who has been identified as superior cognitive and a student who has been identified as Specific Academic? A student with superior cognitive would excel in every subject whereas a specific academic student would excel in one or two subjects. 2. What types of classroom behaviors do you think you see in a student who is identified in the Creative Thinking category? Drawing on their papers, humming or singing quietly 3. You have been asked to set up a program to identify all the students in your district who are gifted in the performing arts. How would you set up this “assessment”? Have the students try out for their performing art, ex. Band, dance, chorus, art. Characteristics Cognitive: How do these specific characteristics manifest themselves in the classroom? 4. ability to manipulate abstract symbol systems- able to understand language and mathematics at an earlier age. 5. power of concentration- high degree of concentration and ability to focus on the same problem for a long period of time. 6. preference for independent work- prefer working alone and figuring things out for themselves. This trait reflects their enjoyment in constructing an internal schema to solve problems rather than a tendency towards being antisocial. Social/Emotio
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