QUO VADIS GIFTED EDUCATION 2011 by The

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

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

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

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

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

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

Create Systems of Learning 8 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

Quo Vadis? 9 Talent Development Models

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

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

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

Above-level identification Teachers of quality Personalized learning 13 Optimal match to fast-paced curriculum Assessment

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

Quo Vadis? 15 Low Income Learners

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

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

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

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

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

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

Quo Vadis? 22 Alternative Learning Environments

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

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

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

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

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

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

Quo Vadis? 29 High Level Curriculum For All

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

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

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

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

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

The Integrated Learning System for Successful Interventions 36

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

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

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