Quo vadis, gifted education © 2011 by The

Quo vadis, gifted education © 2011 by The Johns Hopkins University. All rights reserved.

Organization of the Talk Leadership and the social-political seascape in education The response of leaders to the call The trend toward talent development and away from gifted education The trend toward work with students of poverty The trend toward options for the gifted outside of school The trend toward high level learning for all 2

What is Leadership in Gifted Education? Attending to multiple realities Using power to enhance the growth of others Building learning communities Accepting and creating challenge 3

GIFTED STUDENTS ALL LEARNERS The Two Agendas of Gifted Education All Learners Gifted Students 4

So, leaders of the gifted education movement must engage in dual realities─general education and gifted education─to gain traction in the current environment. 5

6 Use Models of Research-Based Practice Concept mapping Articulation of thinking Promoting higher level thinking Making connections Teaching metacognition

7 Make Content-Based Modifications Align to standards by differentiation via Acceleration Complexity Depth Challenge Creativity

A system of identification A system for program and service provisions A system for program management A system for personnel preparation A system of curriculum development and design A system of classroom and institutional support for learning Create Systems of Learning 8

Quo Vadis? 9

Disenchantment with the label (giftedness is an essence, bestowed) Reaction against IQ testing Focus on performance, not ability (can do) Works as a metaphor for all of education Why the Shift From Gifted Education to Talent Development? 10

Gagne’s Differentiated Model of Giftedness and Talent 11 PERSONALITY Autonomy Self-Confidence Self Esteem, etc. SIGNIFICANT FACTORS Persons Places Interventions Events Chance GIFTEDNESS Aptitude Domains Intellectual { Creative { Socio-affective { Sensorimotor { Others { ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ MOTIVATION Initiative Interests Persistence ENVIRONMENTAL CATALYSTS INTRAPERSONAL CATALYSTS TALENT Fields of Talent (sample) Arts Athletics & Sports Business & Commerce Communications Crafts & Trades Education Health Services Science & Technology Transportation Learning/Training/Practice

Multiple Intelligences 12 Spatial Linguistic Bodily-Kinesthetic Interpersonal Intrapersonalal Musicalal Logical-Mathematical Mathematical

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Early exposure to the field Right teacher at the right time (romance, rigor, master) Role of schools as facilitative or blocking (not directly nurturing) Progressive development characterized by high standards, much time and much hard work Role of home environment in developing work ethic and sense of excellence (parental modeling) The Talent Development Process (Insight from Bloom, 1985) 14

15 Quo Vadis?

Underfunded and underserved The major issue in general education: How to close the achievement gap between the “haves” and the “have nots” Poverty traps gifted students in neighborhood schools Why the Trend to Focus on Low Income Students? 16

High achieving students from poverty are less likely to graduate and go on to college or graduate school than more advantaged counterparts. Students from poverty are more likely to choose careers commensurate with background rather than ability or achievement. -The Achievement Trap, 2007 Life Trajectories of the Gifted Poor 17

Identity (bicultural identities) Marginalization (lack of a sense of belonging) Ability and effort balance (smart people don’t have to work hard) Psychological Issues of Low Income Students 18

Self Perception Self Perception Self Perception Educational Attainment Occupational Attainment Adult Creative Productivity Self Perception as a Filter to Adult Achievement 19

Traditional measures Non-traditional measures Try-out activities Nominations by educator, parent, community member Use of profile data rather than a matrix Promising Identification Approaches with Gifted At-Risk Learners 20

Personalized learning Tutoring, mentoring, counseling Value-added learning opportunities Extended time Family involvement and access to resources for promoting educational attainment Key Services for Low Income/Minority Students 21

22 Quo Vadis?

Lack of response to gifted students in regular schools Targeted programs and services provided Flexibility in time and content Why the Trend to Alternative Schooling? 23

Acceleration strategies enhance motivation to learn among the gifted (Brody & Stanley, 2004) Acceleration provides a sense of self-confidence and self-esteem among the gifted (Swiatek, 2007) Acceleration enhances opportunities for creative production in careers (Lubinski & Benbow, 2007) Relevant Acceleration Research 24

Knowledge Explosion Advancing Technology Vouchers Privatization School Choice Global Competition Alternative Schooling Models for G/T The Context for Alternative Models of Schooling 25

Homeschooling Distance learning University dual enrollment and early entrance Internships Mentorships Alternative Schooling Models for the Gifted 26

Available based on tested readiness, not age or grade Coursework taken for high school or college credit Focuses on study in area(s) of strength, typically one or two Flexible in respect to course selection and timing Context of university usually guarantees rigor University-Based Programs (Dual Enrollment, Talent Search, Early Entrance) 27

Requires and builds greater student initiative to maintain viable learning pattern (self- efficacy) Visual mode of learning highly attractive to many learners, based on exposure to video games and TV Allows for self-paced instruction with reinforcement and self-correction Distance Learning 28

29 Quo Vadis? High Level Curriculum For All

Societies need high level skills to function in 21st Century Students are capable of higher level learning, given opportunities Gifted children exist on a continuum of human abilities, not a special track Why the Trend to High End Learning for All? 30

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Advanced Content Dimension Process-Product Dimension Issues/Themes Dimension VanTassel-Baska, 1986 What Works The Integrated Curriculum Model 32

33 Experimental Studies (6 Studies) Significant enhancement of critical thinking skills via scientific design for K–8 students Motivational power of problem-based learning Continued growth over time for all groups

34 Language Arts Research Findings: Quasi-Experimental Research (6 Studies) Significant learning gains annually in reading comprehension and critical reading for all groups Significant learning gains annually in persuasive writing Academic achievement effects were significant for all groups of learners regardless of socio-economic status, ability level, or ethnicity Longitudinal effects apparent across the elementary grades

35 Professional Development Research Findings (5 Studies) Significant change in differentiation practices over two years Enhanced student engagement Secondary specialized school teachers incorporate differentiation frequently

36 The Integrated Learning System for Successful Interventions

Learning is not attained by chance. It must be sought for with ardor and attended to with diligence. – Abigail Adams 37

38 Consequences of Inaction Lack of social progress/resolution to the world’s most intractable problems (poverty, war, corruption) Individual disaffection and alienation by the brightest from civic participation/social justice Lack of cognitive development to optimal levels by the next generation

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