GIFTED

AND
TALENTED
LEARNERS
https://www.youtube
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 Types,
Characteristics,
and Identification
of Gifted and
Talented Learners
Giftedness Those who
(Davis et al.,2014)
consistently perform
outstanding and
1. After-the- achieve in a valuable
fact
area are considered
Definitions
“gifted” or
“talented”.
 Those who get a
Giftedness score above a certain
(Davis et al.,2014)
cutoff point in an
intelligence test.
2. IQ
Definitions
 Those who belong to
Giftedness a fixed proportion
(Davis et al.,2014)
that a school or
district sets.
However, this can be
3.
Percentage very arbitrary as
Definitions schools may set
Giftedness Those who excel in
(Davis et al.,2014)
specific aesthetics
(e.g. art, music) or
4. Talent academic( math,
Definitions
science) area/s.
Giftedness Those who possess
(Davis et al.,2014)
superior creative
abilities.
5. Creativity
Definitions
Importance of Recognizing Gifted
Learners

It is important to determine gifted learners

as failure to do so could have deleterious
consequences to the child’s learning.
-demotivated to work -may act bossy
-frustrations -monopolizing class
-become impatient -bored in the class
Profiles of Gifted Learners
This type of learner
discovers what “sells” at
Type 1: home and at school. This
The learner is a convergent

Successful thinker who learns easily

and excels in exams, one
who is eager to gain the
approval of parents and
teachers and to be liked
Profiles of Gifted Learners
This learner is divergently
gifted. However, it can be
Type 2: challenging when, this
The Creative learner’s needs are not
met. There is tendency for
one to unidentified,
question authority, and be
nonconforming.
Profiles of Gifted Learners
Due to social pressure, this
learner may have hide
Type 3: giftedness in order to fit in
The with non-gifted peer groups.
Underground This could lead to a sudden
decline in grades, and this
learner may experience
conflict between one’s needs
and the expectations of one’s
Profiles of Gifted Learners

The giftedness needs of this

Type 4: learner have not been met,
resulting to defensiveness
The At-risk and anger toward adults or
oneself. This could lead to
symptoms of depression and
withdrawal as well as acting
out
Profiles of Gifted Learners
This learner possesses
giftedness at the same time
Type 5: as being physically or
Twice emotionally challenged

Exceptional -because of learning abilities

or poor verbal abilities, this
learner is not typically
identified as gifted
-discouraged -rejected
Profiles of Gifted Learners
This learner adapts easily to
the school system and is able
Type 6: to create oneself new
The oppurtunities.

Autonomous This learner has positive self-

concept and receive positive
Learner attention and support for
ones’s accomplishments.
 Principles and
Strategies of
Teaching and
Designing IEP for
Gifted and Talented
Learners
 1. Child
It is about locating learners with
Find
disabilities, giftedness and
talents who are not in school,
through the family mapping
survey, advocacy campaigns and
networking with local health
workers, to be enrolled in
Special Education(SpEd) centers 17
 2.
This is a continuous process of
Assessment
identifying the strengths and
limitations of learners with
disabilities, giftedness and
talents through the use of formal
and informal tools for level
placement, with the help of
existing SpEd centers. 18
 3. Program
Options
Schools, with or without trained
SpEd teachers, shall make
education accessible to learners
with disabilities, giftedness and
talents.

19
Program options are as follow:]
a. Self contained class for
learners with similar
disabilities or conditions
b. Inclusion or placement of
learners in general education
or regular class
c. Resource Room
20
4. Curriculum Modifications

This means using adaptations

and accommodations in
classroom instructions and
activities, and delivery options.

21
4. Parental Involvement
This is involving parents or
guardian in observing child’s
performance , volunteering as
teacher aide in the classroom,
and serving academic, moral and
spiritual support to their child.

22
 1. A teacher providing
additional instructional
materials to students to
Program those who finish lesson’s
Options tasks easily
(Davis, Rimm & Siegle 2014)
Simple to 2. Enriching the curriculum
complex by teacher supplying extra
time for bright students to
work at resource centers or
 3. part-time acceleration to a
higher grade for one or two
subjects
Program
Options 4. full-time acceleration or
(Davis, Rimm & Siegle 2014) grade-skipping
Simple to
complex 5. Cluster grouping of all
gifted learners at each grade
level in a single classroom for
special services
 6. Implementing school-wide
plans to accommodate every
gifted learners in every
Program regular classroom

Options
(Davis, Rimm & Siegle 2014) 7.Implementing pull out
Simple to programs
complex
8. Conducting part-time
special gifted classes
 Program 9. Assigning full-time special
gifted classes at every grade
Options level
(Davis, Rimm & Siegle 2014)
Simple to
10. Opening special schools
complex
for the gifted
 Acceleration
-defined as an advance
placement of learners from a
current level to a higher level.

28
 Enrichment
-a strategy when learners are
taught on the topic’s depth and
intensity of content that go
beyond their prescribed grade-
level curriculum without
providing them advance
placement. 29
 1. Each student is different
4 Principles of 2. Learning is more effective

Enrichment when students enjoy what

they do
Teaching and 3. Learning is more
Learning meaningful when students
(Reis,Westberg, Kulikovich,
Purcell 1998)
learn content and process
while solving a real
problem.
 4. Whereas some formal
4 Principles of instruction is necessary,
a major goal is
Enrichment
promoting knowledge
Teaching and
and thinking skills via
Learning the application of what
(Reis,Westberg, Kulikovich,
Purcell 1998)
students have learned;
they construct their own
Full –time Homogenous
Grouping
These schools cater to
elementary or secondary gifted
learners with a curriculum that
1. Special include both prescribed academic
Schools for content that is based on DepEd
guidelines and requirements, with
the Gifted a special enriched and
accelerated training in academic,
scientific, artistic and other areas
of development the school opted
Full –time Homogenous
Grouping

These are school-within-a-

2. Special school concept where
Classes gifted children of the
same level attend a class
together in a full-time
basis.
Full –time Heterogenous
Grouping

Cluster grouping refers to

placing five to ten high
1. Cluster
ability students in one
Groups regular class per grade,
along with other 15 to 20
regular students. This
grouping is handled by a
trained professional teacher
 Full –time Heterogenous
Grouping

These classes combine

prescribed and
2.
differentiated curriculum for
Heterogenous the benefit of both regular
Classes and gifted learners.
 Full –time Heterogenous
Grouping

IEP is a basic requirement

for schools catering LSEN. It
3.
is a written plan that is
Individualized customized to achieve
Education learner’s goals in a span of

Plan one academic school year .

Part-Time and Temporary
Grouping

In this setup. Learners are

pulled out of their regular
1. Pullout
mainstreamed classes once
Programs or twice a week to spend
two to three hours per
session in special
enrichment activities,
guided by a teacher of
Part-time and Temporary
Grouping

This school-within-a school

concept can also be offered
2. Part-time in part-time basis.
Special -include independent

Classes projects and research,

accelerated subjects, and
small group collaborations
that aim to heighten
 Part-time and Temporary
Grouping

This kind of grouping works

3. Enrichment for different level learners
with common interests such
Clusters as journalism, literature,
engineering, baking and
others.
Part-time and Temporary
Grouping

This type of grouping is

more common among
4. Special secondary students where
Interest enrichment activities in

Groups and different club exist, such as

drama classes, chess club,
Clubs mathematics club. Religious
club and others.
 Curriculum
Modifications
 It is an effective teaching
strategy for inclusive
special education, which
Differentiatio involves giving all learners
n in the regular classroom
choices based on how best
they could achieve their
greatest potentials, not
creating a separate level for
each student
 This involves the design
of different curriculum
Differentiatio materials and resources
n
of Content Ex. Reading competence,
but use several different
reading schemes to get
there
 This said to be
particularly important
for poorly motivated
Differentiatio learners
n
By Interest Ex. All learners are
producing graphs, but these
graphs represent different
data accdg to personal
 This means allowing
some students more
time to complete core
Differentiatio work
n -providing for extension
Of Pace activities for others
 This means allowing
learners different
Differentiatio pathways into a specific
n topic
Of Access
 This involves allowing
students to present
Differentiatio their responses in
n different ways
Of Outcome
 This involves changing
Differentiatio the order in which sub
n topics are presented

Of Curricular
Sequence
 All learners work on the
same topic but the
teacher provides step-
Differentiatio
by-step coverage for
n some learners while
Of Structure others progress more
independently
 The teacher will devote
more attention to
Differentiatio individual learners
during the lesson and in
n
follow-up
Of Teacher
Time
 This involves varying
the way in which topics
Differentiatio are presented
n
Of Teaching
Style
 All learners study the
same topic but the
Differentiatio teacher sets different
degrees of complexity
n
in what students are
Of Level
asked to do
 This involves using
one’s knowledge of
Differentiatio learner characteristics
n
By Grouping
 This strategy
involves the process
Tiered
of creating the best
Instruction
possible lesson and
making it fit based
on the learners’
levels of readiness
Enrichment
Strategies
1. Library and Internet
Research Projects
-This is given to learners with strong
interest on a specific topic.

-Learners may select their own topic of

interest or may choose from a wide range
of brainstormed topics with the teacher
and group of students.

56
2. Scientific Research Projects
This strategy is an investigative process
of finding solutions to a scientific
problem.

Finding its answer entails discovering,

collecting, and investigating
information that could later be
displayed and demonstrated on Science
57
3. Art, Drama, Creative Writing,
and other Independent
Art projects comprise of different
Projects.
areas in drawing, sculpting,
photography, and others.

Drama projects include writing,

directing, producing, and
performing plays. 58
4. Mentorships
Mentoring comprises
of professionals
working with interest
clubs in schools,
meeting once or twice
in the school campus. 59
5. Peer Tutoring
Peer tutoring, also known as
"peer-assisted learning" or
"peer- mediated instruction," is
a strategy that involves
learners acting as tutors to
other learners (tutees) on a
face-to-face interaction, under
60
 6. Questioning
Teachers can simply
incorporate cognitively
challenging forms of questions
that ignite critical and creative
thinking skills in their everyday
teaching in the classrooms.
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END