Economics Chapter 15 Children Who Were Once Excluded From Programs For The Gifted Are Now

Instructor’s Manual 15-1

15

GIFTED, CREATIVE, AND TALENTED

INSTRUCTOR OVERVIEW

You are about to explore an area of exceptionality that is unlike any other that you have studied

to this point. It represents a unique part of the ability/talent spectrum, and it is not generally well

understood by educators, policy makers, and parents. For many, it invites little attention. In many

states, it is not a vital consideration for funding, supporting, or encouraging. As a nation, we are

not committed to these individuals who represent this unique slice of the ability/talent spectrum.

Beliefs prevail that these children, youth, and young adults will thrive without any specialized

services or supports in developing their intellect, creativity, abilities, gifts, and talents. In

contrast, others believe that nurturing these abilities, gifts, and talents is absolutely essential and

vital to our collective wellbeing and our progress as a nation.

With today’s press for energy sources, we often speak about capturing and using renewable

energy. The energy and capacity evident in these individuals by definition are virtually

inexhaustible, unlikely to disappear or run out. However, that energy and capacity must be

uncovered, developed, and utilized. This is true of children, youth, and young adults who are

gifted and talented or who have the potential for becoming such. In the absence of appropriate

development and nurturing, this renewable resource in each generation of young people will be

Instructor’s Manual 15-2

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

15–1 A CHANGING ERA

IN THE LIVES OF

PEOPLE WHO ARE

GIFTED, CREATIVE,

AND TALENTED

p. 398–401

15–1a Historical

Developments

Learning Objectives:

15-1

Reflect on This:

An IQ of 228: Is That Possible?

Snapshot:

Natalie: Reflections of a Very

Talented Communicator and

Community Builder

PowerPoint Slides:

Ch. 15

Test Bank:

Ch. 15

MindTap for

Human

Exceptionality

• Chapter 15 Quiz:

Did You Get It?

• Chapter 15 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

15–2 DEFINITIONS AND

CLASSIFICATIONS OF

PEOPLE WHO ARE

GIFTED, CREATIVE,

AND TALENTED

p. 401–403

Learning Objectives:

15-2

PowerPoint Slides:

Ch. 15

Test Bank:

Ch. 15

MindTap for

Human

Exceptionality

• Chapter 15 Video

Case: Multiple

Intelligences:

Elementary

School Instruction

• Chapter 15 Quiz:

Did You Get It?

• Chapter 15 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

15–3 CHARACTERISTICS

AND PREVALENCE OF

PEOPLE WHO ARE

GIFTED, CREATIVE,

AND TALENTED

p. 403–405

Learning Objectives:

15-3

PowerPoint Slides:

Ch. 15

Test Bank:

Ch. 15

MindTap for

Human

Exceptionality

• Chapter 15 Quiz:

Did You Get It?

• Chapter 15 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

15–4 CAUSES

ASSOCIATED WITH

PEOPLE WHO ARE

GIFTED, CREATIVE,

AND TALENTED

p. 406–408

Learning Objectives:

15-4

Reflect on This:

Steve Jobs: “I Will Never Forget That

Moment.”

PowerPoint Slides:

Ch. 15

Test Bank:

Ch. 15

MindTap for

Human

Exceptionality

• Chapter 15 Quiz:

Did You Get It?

• Chapter 15 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

Instructor’s Manual 15-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

15–5 IDENTIFICATION

AND ASSESSMENT OF

PEOPLE WHO ARE

GIFTED, CREATIVE,

AND TALENTED

p. 408–410

15-5a Teacher Nomination /

15-5b Intelligence and

Achievement Tests /

15-5c Creativity Tests

Learning Objectives:

15-5

PowerPoint Slides:

Ch. 15

Test Bank:

Ch. 15

MindTap for

Human

Exceptionality

• Chapter 15 Quiz:

Did You Get It?

• Chapter 15 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

15–6 INTERVENTIONS

AND TREATMENT FOR

PEOPLE WHO ARE

GIFTED, CREATIVE,

AND TALENTED

p. 411–424

15–6a Early Childhood

Education / 15–6b Elementary

Education / 15–6c Adolescent

Education and Transition to

Adulthood / 15–6d Problems

and Challenges of Giftedness

/ 15–6e Historically Neglected

Groups

Learning Objectives:

15-6

Assistive Technology:

Renzulli Learning: Differentiation

Engine

Case Study On Embracing

Diversity:

Don–Wook Shin

Community Support For Lifelong

Inclusion:

People Who Are Gifted, Creative, and

Talented

Learning Through Social Media:

How Grade Skipping Changed

Everything

Reflect On This:

What a Colossal Loss!

PowerPoint Slides:

Ch. 15

MindTap for

Human

Exceptionality

• Chapter 15 Quiz:

Did You Get It?

• Chapter 15

Scenario

(6 options):

o Pre–K Lilah A

o Pre–K Lilah B

o Pre–K Lilah C

o Grades K–3

Ying A

o Grades K–3

Ying B

o Grades K–3

Ying C

• Chapter 15 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

LOOKING TOWARD A

Ch. 15

PowerPoint Slides:

After completing this chapter, your students should be able to:

Instructor’s Manual 15-4

Instructor’s Manual 15-5

Instructor’s Manual 15-6

o Tannenbaum (2003) proposed the Star Model for explaining giftedness as the

dynamic and static interaction of innate abilities, special aptitude, non-

• 15-5 IDENTIFICATION AND ASSESSMENT OF PEOPLE WHO ARE

GIFTED, CREATIVE, AND TALENTED

o The focus of assessment procedures for identifying potential giftedness is

beginning to change. Elitist definitions are being replaced with defensible,

inclusive definitions.

o Tests for identifying children who are gifted are being more carefully selected

and are being used with the children or youth for which they were designed.

o Children who were once excluded from programs for the gifted are now

included as candidates.

o Multiple sources of information are now collected and reviewed to determine

who is potentially gifted.

o The identification process is now directed at recognizing needs and potentials

potentially gifted using various measures, and has changed from a one-

dimensional to a multidimensional approach. Many districts are using

Renzulli’s (2003) talent pool strategy, which is an integral part of the

Schoolwide Enrichment Theory, which includes liberal percentages of students

who may qualify and participate, a focus on ongoing identification, and access

for children and youth who may not be readily recognized or assessed.

o 15-5a Teacher Nomination

! Teacher nomination has been an integral part of many screening

approaches, however, there are problems with this method:

• Teachers often favor children who are cooperative, well-mannered,

o 15-5b Intelligence and Achievement Tests

! Intelligence and achievement tests are used to identify intellectual

giftedness; however, they must be carefully selected to avoid issues like

Instructor’s Manual 15-7

o 15-5c Creativity Tests

! Creativity tests are designed to assess divergent thinking as well as

provide information about students’ personalities and biographical traits.

! Once screening has been completed, the identification and selection of

• 15-6 INTERVENTIONS AND TREATMENT FOR PEOPLE WHO ARE

GIFTED, CREATIVE, AND TALENTED

o 15-6a Early Childhood Education

! Parents can promote the early learning and development of their children

in a number of ways.

• Activities such as feeding, bathing, and dressing can be used to

provide varied sensory experiences and to convey a sense of trust.

o 15-6b Elementary Education

! Various service delivery systems and approaches are used in responding to

the individual capacities and interests of students who are gifted, and these

approaches are generally referred to as differentiated education.

! Instructional Approaches: The selection of intervention approaches and

organizational structures is determined by several factors.

Instructor’s Manual 15-8

within each program setting to foster the development of students

who are gifted.

• School personnel must select continuous evaluation procedures

and techniques that help them assess the overall effectiveness of

the program.

! Service Delivery Systems

o 15-6c Adolescent Education and Transition to Adulthood

! Career education activities and experiences assist students in making

educational and occupational decisions by providing opportunities to

investigate and explore various fields.

! Mentoring: Mentor programs allow students the opportunity to work

o 15-6d Problems and Challenges of Giftedness

! Students who are gifted must cope with a number of problems.

! Students who are gifted frequently feel an inordinate amount of pressure

to achieve high grades or select particular courses or professions because

Instructor’s Manual 15-9

o 15-6e Historically Neglected Groups

! Females

• The number of girls identified as gifted appears to decline with

age.

• The gender-role socialization that girls receive discourages

competition, risk-taking, and independence. Without these traits,

the development of high levels of creativity, achievement, and

leadership may be severely limited.

• Females who are gifted may experience problems demonstrating

their abilities in careers and other pursuits. Problems include fear

of appearing “unfeminine” when competing with males,

• LOOKING TOWARD A BRIGHT FUTURE

o We are beginning to understand the trajectory of giftedness over a lifespan, giving

us a reasonably complete picture of what it takes to nurture and sustain gifted

children, youth, and adults who have the potential to contribute significantly on so

many important fronts.

DISCUSSION AND ASSIGNMENT TOPICS

ACTIVITY 1

INTRODUCTION: The nature versus nurture controversy has raged for decades. Some professionals

maintain that heredity plays the major role in determining an individual’s abilities; others

contend that the environment is of major importance; and still others believe that both heredity

and environment contribute to overall development.

ACTIVITY: Distribute three journal articles: one that supports the genetic viewpoint, one that

supports the environmental viewpoint, and one that supports a combination of the two. On the

Instructor’s Manual 15–10

ACTIVITY 2

INTRODUCTION: Often individuals who are gifted are portrayed in movies or on television as

nerds or eccentrics who are unable to fit into society. This concept has not been supported in

research literature.

ACTIVITY: Instruct each student to prepare a written report on a journal article that describes the

ACTIVITY 3

INTRODUCTION: Parents can contribute to their children’s intellectual abilities by providing early

sensory activities and by reading books and telling stories to them.

ACTIVITY: Assign each student to interview the parent or parents of a child who has been identified

as gifted. The interview should focus primarily on specific child–rearing techniques used or unique

ACTIVITY 4

INTRODUCTION: Some preschoolers who are gifted attend traditional preschools, while others

attend creativity preschools designed to develop their particular talents.

ACTIVITY: Assign class members to read journal articles that focus on creativity preschools and

prepare written reports. Each student’s report should answer the following questions:

• How are creativity preschools different from traditional preschools?

ACTIVITY 5

INTRODUCTION: There is considerable variety in the types of programs offered to children who

are gifted.

ACTIVITY: Assign pairs of class members to interview principals of schools that have programs

for students who are gifted. With the class, develop a list of questions that would be appropriate

to ask, such as:

• Describe the program offered to students in your school.

• How does this program meet the unique needs of these students?

Instructor’s Manual 15–11

ACTIVITY 6

INTRODUCTION: School systems vary in the services they provide to students who are gifted.

ACTIVITY: Assign each member of the class one county in the state and have him or her research

the types of services offered to students who are gifted. Assist students in planning strategies for

gathering information, such as developing a brief telephone inquiry, preparing a written request

to the school administration, or locating information on an administration website. Require each

student to detail the service options in the designated county in a brief written report that can be

presented to the class.

ACTIVITY 7

INTRODUCTION: Many parents are enthusiastic about the placement of their child in a program for

students who are gifted, creative, and talented. Others, however, are adamant in their refusal to

ACTIVITY 8

INTRODUCTION: A continuum model encompasses a range of programs, from regular class

placement to special school placement.

ACTIVITY: Divide the class into groups, and assign each group a service option identified in the

continuum. Instruct each group to research each option and be prepared to advocate for that

option in a class debate.

ACTIVITY 9

INTRODUCTION: The selection of the service delivery system in a school setting is a function of

available financing and human resources, such as trained personnel or specialists in education for

students who are gifted.

ACTIVITY: Assign each student to interview a teacher who works with students who are gifted. As

a class, develop a list of questions appropriate for the interview, such as:

• Why did you choose to teach students who are gifted?

ACTIVITY 10

INTRODUCTION: Acceleration and enrichment are the most commonly used approaches to

providing educational services to students who are gifted. Acceleration includes grade skipping,

Instructor’s Manual 15–12

telescoped programs, rapid progress through subject matter, and early entry to college.

Enrichment refers to experiences that extend or broaden a student’s knowledge in a vertical or

horizontal fashion.

ACTIVITY: Divide the class into pairs to do additional research on an acceleration or enrichment

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: The World Needs All Kinds of Minds

VIDEO URL: http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds

ACTIVITY 2

VIDEO: Do Schools Kill Creativity?

VIDEO URL: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

ACTIVITY: Creativity and Giftedness are often spoken of as the same. In the TED talk titled Do

Schools Kill Creativity?, Sir Ken Robinson makes an argument that a new kind of education

system is needed. Afterward, discuss with students their reactions, including questions such as:

• Do you agree with the premise presented by Sir Ken Robinson?

• Do you believe that creativity is as important as literacy? Why or why not?

DEBATE FORUM

What Would You Do with Jane?

Many children who are gifted are prevented from accelerating their growth and learning for fear

that they will be hurt emotionally and socially.

Instructor’s Manual 15–13

On the other hand, the nature of the questions or comments by parents about acceleration may

also be positive: She is young in years only! She will adjust extremely well. Maybe she is

emotionally mature enough to handle this type of acceleration. The increased opportunities

provided through university training will give her greater chances to develop her talents and

Jane was beginning to change dramatically in her cognitive capacity. Unfortunately, her teachers

persisted in unnecessary drills and other mundane assignments, and Jane gradually became bored

and lapsed into a type of passive learning. Rather than attacking assignments with vigor, she

performed them carelessly, often making many stupid errors. Gradually, what emerged was a

child who was very unhappy in school. School had been the most interesting place for her to be

before she entered fourth grade. Then it became a source of pain and boredom.

Jane’s parents decided that they needed to know more about her capacities and talents. Although

it was expensive and quite time-consuming, they visited a nearby university center for

psychological services. Jane was tested, and the results were very revealing. For the first time,

POINT

Jane should be allowed to accelerate her educational pace. Moving to the seventh grade will

benefit her greatly, intellectually and socially. Most girls develop more rapidly physically and

socially than boys do. Skipping one grade will not hinder her social development at all. In fact,

Instructor’s Manual 15–14

she will benefit from the interactions that she will have with other able students, some of whom

will also have skipped a grade or two. Additionally, the research regarding the impact of

accelerating students is positive, particularly if the students are carefully selected. Jane has been

carefully evaluated and deserves to have the opportunity to be excited about learning and

achieving again.

COUNTERPOINT

There are some inherent risks in having Jane skip her sixth-grade experience and move on to the

seventh grade. Jane is neither socially nor emotionally prepared to deal with the junior high

environment. She may be very able intellectually, and her achievement may be superior, but this

is not the time to move her into junior high. Socially, she is still quite awkward for her age. This

awkwardness would be intensified in the junior high setting. Acceleration for Jane should be

considered later on, when she has matured more socially.

She should be able to receive the acceleration that she needs in her present elementary school.

Certainly, other able students in her school would benefit from joining together for various

TAKE A STAND

1. Do you think there are too many inherent risks in having Jane skip her sixth-grade

experience and move on to the seventh grade? Explain your answer.

CASE STUDY FEEDBACK

Don-Wook Shin

1. What difficulties would you anticipate if Shin was a student in your first-grade class? Be

sure to consider and address academic, social, emotional, and behavioral concerns.

Shin is a gifted and creative child. His math abilities and use of humor are quite

2. How did Shin’s school address the disparity between his cognitive functioning and his

chronological age?

Remember that Shin is still a child and thus developing emotionally, physically, and

Instructor’s Manual 15–15