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CREATIVITY AND INSTRUCTIONAL STRATEGIES FOR GIFTED ONES

The gifted ones as we know will help us identify the new modes of education to be implemented. They are students who an easily being identified in the classroom due to their high intellectual abilities. But in the contrast, they may be a part of that class of students as well who do not finish their work on time. This can happen for the simple fact that they are high thinkers and often miss their regular works.

Dina Brulles, director of gifted education in the Paradise Valley Unified School District in Phoenix, Ariz., believes that the gifted students need less grade-level work, faster-paced lessons, deeper and more advanced content, and opportunities to work with other gifted students. They require a different kind of interaction with the teacher, who must be like a "guide on the side."
By following the strategies, teachers can tend to the complex needs of their high-ability students in the heterogeneous classroom.

OFFER THE MOST DIFFICULT FIRST

"Most Difficult First" is the manageable way for teachers to compact the curriculum for their high-ability students. This helps the child get to "throw away" the part of the curriculum that they already know. On the other hand, they will be receiving full credit for those competencies they are good at. This gives scope for the students to work on more challenging content

PRE-TEST FOR VOLUNTEERS
This helps the educators to identify the talented ones. They are more focused on the difficult task and will be rewarded as well. The child will have a wide range of experiments to play with and create a developed path of their own.

PREPARE TO TAKE IT UP
We as educators should always prepare the child to take on challenges. This is also important because that way we will help them to put their thinking cap on and go to the next level of learning. The challenges help the gifted ones to grow.

SPEAK FOR THE STUDENTS INTEREST
Overexcitabilities will often appear as quirks, like compulsive talking or organizing, heightened sensitivity to smells or tastes insatiable curiosity, or daydreaming. As educators, it’s so important that we should support the child in their learning abilities.

ENABLE GIFTED STUDENTS TO WORK TOGETHER
gifted kids need to work both in and out of their group that will help them understand diversity. "As adults, we have to be able to work with everyone,".Teachers can provide the child with multiple opportunities for heterogeneous groupings through Think-Pair-Shares, Clock Buddies, and Season Teams. This will help the child to be aware of inner talent.

PLAN FOR TIERED LEARNING
This approach relies on planning lessons or units at different tiers of difficulty. This will help the child to grow as they will climb the difficulty level in a systematic manner. The educators should be cautious that they create a very high level of difficult materials because it will create a gap for the average child.

Source:
http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx

TWICE-EXCEPTIONAL- GIFTED AND CHALLENGED

“The intellectual potential of twice-exceptional youth is great but sometimes it is difficult to recognize and cultivate due to a co-existing condition like ADHD, a learning disability that may complicate learning”

The term “Twice-exceptional” is used for the child who is intellectually gifted and has a great potential for academic achievement but at the same time has a potential learning disability or neurological challenge, like attention deficit hyperactivity disorder (ADHD or ADD). these children need specialized methods that are implemented so that this child can be identified. The parents can support the child by nourishing them with better programs and also by understanding the learning patterns so that their needs can be fulfilled in the classroom.

FEW OF THE COMMON CHARACTERISTICS

There are few common learning disabilities that your child may display, and we should keep an eye on them. This will help us categorize them and create special programs
Autism spectrum disorder
Learning disabilities with numbers, graphs, and colors
Sensory processing disorder
Emotional and behavioral disorders
However, there are few intellectual abilities that the child will exhibit that help them in the learning process.
The child has a rapid learning ability.
They usually have strong memories and have a greater base of vocabs as well.
They can gather information about the advanced comprehension of nuances
They are quite emotional and also have a high depth of curiosity. This will help the child to learn more fluently and efficiently.
Owner of a differential thinker this child can equate things in a much easy manner.
SIGNS AND IDENTIFICATION:
The process of identifying the child starts at the home itself. The parents should be alert enough so that they can read the signs.
First, stop, and pay attention to the child. See how they communicate, respond to a particular stimulus. The child is likely to display major disparities in skill, like completing complex tasks and struggling with easier, simpler tasks.
Second, observe the behavior of the child. Question the factors that will hamper the growth of the child. Try and understand which are the places that will require more attention and higher education reforms.
Last but most importantly, listen to what the child has to say. Try and understand the state and help them nurture their weakness and work on their strengths as well. Help them with appropriate words like the “word wall” – a list of varying words to convey emotions – that can help children be more exact.
Source:
https://www.additudemag.com/twice-exceptional-adhd-signs/

WHY DO WE CALL IT GIFTED AND TALENTED EDUCATION?

Education is always being considered to be the key to success. A good education always makes things better. The education for “the Gifted and Talented Class” has always being a source of discussion. There is always a question as to whether this helps us to look beyond the academic ability and identify the multiple modes of giftedness.

Gifted education always exists as a model that will aid the high-ability students and provide them with personalized learning support. This will help the educator to create an environment that will help them in grouping the students according to the needs. Special programs are being created that will help us have the correct approach as well.

Gagné (2004) states that this terminology is central to the model, and it is the one that effectively describes the two parallel stages of gifted and talented students, and includes students who are at multiple stages of development.

Gifted and talented is a term that can help us understand that there is an innate ability or higher intelligence in multiple areas. These terms are not specifically linked to a single measure of ability. Specifically designed to encompass creative, critical, social, and academic aptitudes. As we all know that there are multiple modes of giftedness that allow many different professional individuals to identify giftedness. With the application of the same, there is an increase in the opportunity for any given student who expresses unusual aptitude to receive differentiated treatment in many areas. New and advanced programs are being created that will help in creating high levels of creative and social ability that are encouraged to flourish with the help of high academic ability.

The category of ‘Gifted and talented’ was created for the sole purpose of creating a specific grouping that can be identified and differentiated from others. Educators who use this term believe t defines it as that level of natural ability that can only be accommodated through specialized education. This is by nature comparative because this is one of the things that will by nature help to identify the natural process as well. With this demarcation in place, it is being ensured that students with heightened ability are receiving appropriate and engaging levels of education, and can therefore be useful in planning activities. The special programs that are being crafted help the parents and the educators alike to understand the mental aptitude of the student and then preserve the talent as well.

“Create a platform that is more student-friendly and differentiate them with a better approach to learn”

Source:
https://medium.com/age-of-awareness/why-do-we-call-it-gifted-and-talented-education-ab334999cc83

THE NEW LEVEL OF BRIGHT AND GIFTED CHILD

The bright and the gifted ones will give us the opportunity to understand the new way to tackle them.
According to Psychology Today
“ a bright child knows the answers, but a gifted child asks more questions. And it’s not because gifted children don’t know the answers, it’s because they need to know more.”

The interest level is high and then they will learn more. However, if we speak for the bright kid, they are usually determined as great learners but they have to work hard to achieve this level. The bright child will need the support of their teachers so that they can learn and achieve a certain level of knowledge. On the other hand, the gifted ones are driven by inner motivation — they just want to know more and everything from every aspect. The most important ones are that they are mentally absorbed and are mostly self-educating.

QUALITIES OF THE GIFTED LEARNER

There are few traits that always stand out in the case of the bright or a gifted learner. The gifted ones are born with special qualities so making them stand out at a very young age. Few of the important traits to be listed are:
Vocabulary and use of words and sentences are well framed.
The child is very curious and full of questions
Take on the reading skills early and acquire mastery over them.
Interested in very specific things, and enjoy the challenging tasks the more.
Have a sense of understanding of the complex calculations or the integrated matters
Extraordinarily good memory and retention
Take on the new concepts quickly and needs lesser time to learn.
Emotional and sensitive, as they are above the peers so can experience systematic breakdowns easily.
SUPPORTING THE GIFTED
Being gifted is in the genes. This is a trait that cannot be implemented or acquired. The child is special and should be treated as one. So it is so important that we should make efforts to nurture the child so they are able to develop their special skills. A child’s extraordinary abilities need to be recognized and developed in an advanced environment. This means broadening the child’s mind and offering a variety of activities so they can grasp more information and experience things on their own. Help them understand their abilities and create an environment for them.
“Giftedness is a combination of cognitive ability, creativity, and curiosity. The very brightest children have speed and creativity — they can take an idea and run with it, be creative with it, relate it to other ideas. It’s much more about the originality of thought than about knowing facts and figures years before their peers”— The Telegraph

Source:
https://medium.com/age-of-awareness/a-whole-new-level-of-smart-bright-or-gifted-c76b549a260a

10 CHARACTERISTICS OF THE GIFTED CHILD

The gifted child should always be nurtured. But the most important question that we always face is how do we actually identify them. There are specific characteristics that these children tend to display. As educators and parents, we need to understand them and help them grow.

When determining giftedness in a student, it is essential to take note of all the characteristics of a child, since not all gifted children will exhibit the same characteristics at all times.

As parents understand the important ones that your child may display:

Verbal Ability
The gifted one begins communicating at a very early age. They are referred to as “precocious” because of their language usage. They have a good frame of mind and are very attentive in nature. They often choose their words carefully but tend to use a lot of them. As they are above the peers, so these children get frustrated with children in the same age group who are unable to understand them and often turn to older children or adults for conversation.

Information Processing

The gifted child often has an “unusual capacity for processing information” .They are able to process the information more quickly and accurately than their peers. These children have the capability to master subjects like reading and math much more quickly than their peers keeping them one step ahead. since they have higher reach so special education is a recommendation for them.

High Curiosity Level

Gifted children often have a high curiosity Cleveland shows a greater amount of passion that is not seen in most children their age. Beth Israel Deaconess Medical Center calls this characteristic a “deep absorption in activities that interest them,” .as parents to them, we should also be able to understand the saturation level for them. the best way to guide them is to give them better and advanced resources to learn from.

Memory Retention

Gifted children have an ability to retain information faster and for longer periods of time than average children of their age. This helps the child to process facts quickly and retain them for efficient recall later on. High memory retention when combined with fast information processing help to learn the subjects at a faster rate.

Intensity and Persistence

The gifted child has their own ways of learning. They are able to pick up information quickly as they are intense socially, with acute sensitivity to the needs and feelings of others. These children have a deeper level of compassion as compared to others. The child often has the ability to forgo the problem with a greater sense of understanding and persistence.

WHAT QUALIFIED THE CHILD FOR THE GIFTED AND TALENTED PROGRAMS

“Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school to fully develop those capabilities”
- Elementary and Secondary Education Act

In the most common language if we are to explain this then we can say that a gifted child has capabilities that are always above the normal. However, if we are to explain how to identify them, then it’s difficult because they are differently gifted. These are children from different demographic backgrounds, having different personalities and so they learn differently. So we can say that a gifted child has different strengths and limitations.

However, the parents should understand what should be the difference between a bright one and the gifted one?
The gifted ones have an advanced insight and enjoy learning in any setting as compared to the bright ones.
The gifted ones have high imaginative powers and prefer the company of an older child.
The brighter child has good memories and the gifted one have a deep fund of knowledge and thrive on complex learning challenges.
The brighter child can absorb information easily and are pleased with what they learn, but the gifted one is always thirsty to gain more knowledge.
Different assessment programs are being crafted that will help us assess the qualities. Although there is no correct way to decide, most of the screening will usually begin with the referrals of the teachers and the parents. The most common method will be an IQ test and then a subsequent advanced screening. Notifications are to be forwarded to the parents with the results of the screening process

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MULTICULTURAL GIFTED CHILDREN

“Cultures that are diverse serves as windows for growth and development of the child”

Our children are all special. This is important that we should be able to identify them and help them nurture their talents they are gifted differently and so it is important that we should keep a track of every activity that they do.
However, the main concern here will be to identify the high-ability students from underserved populations -- those who are limited English proficient, disabled, or from minority or low-income backgrounds. This is the class that is persistently underrepresented in advanced classes and in programs for students identified as gifted. We have seen improvements in the efforts of many of the states as they are putting in special efforts in identifying and serving a broader range of advanced students. However, many more things are still to be implemented to ensure that all high-ability students receive appropriate gifted education services to meet their needs.
; putting a step forward, Researchers and practitioners have examined the obstacles faced in identifying the students from diverse backgrounds as gifted and talented. Numerous strategies are developed that focused on improving the identification and assessment practices. It ensures that all the safety standards are being followed and it ensures equitable participation, which depends on the following:
First will be the identification process and the assessments that will help educators to align with the programs of giftedness;
This includes the use of multiple assessments that are combined in a seasoned way and are not biased against any particular subgroup of students;
Different types of assessments used have that have sufficient psychometric evidence supportive of decisions showing the students’ readiness for gifted programming;

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The child is the one who helps us see the mirror for tomorrow. For every parent, their kind is unique and gifted in some way or the other. But it is so very important here that we as parents should understand the underlying traits of the child that actually defines their personality.

There are however various theories that are being put forth that defines that each child has different traits ad so they will display multiple ranges of intelligence across. One such theory was first outlined by Gardner where he suggested that all people have different kinds of "intelligence." He proposed that there are eight bits of intelligence, through which we will be able to segment the characteristics of the individual child. Howard Gardner, the Harvard professor says that the multiple types of human intelligence, will be the one that will be representing different ways of processing information:
Verbal-linguistic intelligence will refer to the individual's ability to analyze information and produce work that will involve oral and written language, this can relate to speeches, books, and emails.
Logical-mathematical intelligence is said to be the ability to develop equations and proofs. The child will be keener to learn calculations and solve abstract problems.
Visual-spatial intelligence helps the child to comprehend maps and other types of graphical information. They are analytically more strong and very attentive.
Musical intelligence gives the child the ability to understand and comprehend music. They will be inclined to produce and make meaning of different types of sound.
Naturalistic intelligence is said to be the ability to identify and distinguish among different types of plants, animals, and weather formations.
Bodily-kinesthetic intelligence that the child has one's own body to create products or solve problems.
Interpersonal intelligence will give the child the ability to recognize and understand other people's moods, and desires, motivations, and intentions.
Intrapersonal intelligence will help a child to grow and ability to recognize and assess the important characteristics as well.

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