CHARACTERISTICS OF GIFTED AND TALENTED

* General Intellectual Ability

Has superior memory

Highly inquisitive

Very observant

Exhibits sustained attention and concentration

* Specific Academic Aptitude

Learn quickly with little or no drill about the concept

Acquire large vocabulary in a specific subject area

Read intently and enthusiastically about the subject area

High academic success in special interest subject area

* Creative or Productive Thinking

Shows originally in written or oral expressions

Has the ability to generate many ideas

Flexible and has the ability to switch categories of ideas

Has the ability to elaborate or provide details to ideas

* Leadership Ability

Has a good decision making skills

Assumes responsibility
Initiates activities to reach goals

Charismatic

* Visual and Performing Arts

Display exceptional talent in art, music, dance, or drama

Demonstrate original work in the area

Good motor coordination

Sensitive to aesthetic characteristics

BEST PRACTICES AT SCHOOL

Differentiating Curriculum

Children differ in the way they learn. This approach provides instruction that meets

the needs of each learner. It refers to the modification of the learning experiences for different

students by giving instruction with a variety of learning modalities, appeal to the interest of

the interest of the student, varied teachings rates and challenging curriculum. Acceleration

and Enrichment programs are two ways of differentiating the curriculum for the gifted and

talented students

Acceleration

It is modifies the pace at which student receives learning opportunities to match his

readiness to learn more complex materials. It encourages the gifted and the talented to have

greater academic achievement and to increase their interest in school.

There are several ways to observe acceleration in school. The following are some of the

examples given by Southern and Jones as cited by Heward (2009).

- Early admission in Grade 1.

- Grade skipping

- Subject matter acceleration

- Continues progress

- Combined Classes

* Telescoping curriculum

- Early graduation

- Dual Enrolment

- Correspondence courses

- Credit by examination

- Acceleration in college

- Early entrance to high school or college

Enrichment

It is the most common method of differentiating the curriculum in general education

to provide additional learning for the gifted and talented students. Enrichment involves

adding new, different, more complex and advance activities in different subject areas that are

not found in a typical curriculum. It is recommended that these activities are given by the

teachers with a definite purpose, direction and specified outcome.

Curriculum Compacting

In this method, the teacher will first evaluate what the student already knows by

including all the content and skills based on the curriculum set by the Department of

Education and their school curriculum guidelines in the assessment form. In this manner, the

teacher will find out what the students already know before beginning the lesson. The next

step is removing the content or skills already mastered by the gifted and talented students by

designing and giving replacement lessons and activities that are more challenging and

advance.

Ability Grouping

Children have different skills and abilities. Many educators and researches observed

that when the gifted and talented students were included in a class with different levels of

abilities, the instructions prevents them from reaching their full potentials. They are required

to sit and take activities that they have long mastered. It is helpful that these students should

be taught in groups composed of their intellectual equals.

Some examples of ability groupings are honor and advance placement class, special

schools, cluster grouping, tracking and cross grade grouping.

Honor and Advance Placement Courses

This is appropriate for students who are ready to learn in advance level. Students in

this group will find their environment challenging and intellectually stimulating since they

are learning with their classmates who share their interests and have the same abilities.

Usually they call it star section, cream section, pilot section or special section.
Special Schools

There are several special schools that cater to the gifted and talented students in our

country. To name a few we have the Philippine Science High School, Manila and Quezon

City Science High School. These schools have an intensive math and science program for

youngsters who excel in these areas.

Within-Class or Cluster Grouping

It would be helpful if the teachers group the students for instruction according to their

achievement. In this manner, high achieving student can receive advance and fast paced

instruction. Also, it promotes challenging growth for the students and helps them explore

different study materials based on their levels for further studies.

Tracking

In this method, the students have the same curriculum and use the same textbooks but

they are grouped according to their achievement levels. They may be categorized into high,

middle and low ability based on their test scores or overall performance.

Cross Grade Grouping

This model was first used by Joplin Plan in 1950s in Missouri. The children from 4th

to 6th grade were grouped into second grade to ninth grade Reading class. In this approach

you can see a 6th grade student in a 3rd grade reading class or a 4th grade student in 6th grade

reading class.

METHODS OF DIFFERENTIATION OUTSIDE THE CLASSROOM

This method gives opportunities for the gifted and talented students to be part of an

inclusive education and at the same time have an intensive training in the areas of their

interest. The students can be allowed to execute special projects that would not be possible in

a regular classroom set-up.

Independent Study

Gifted and talented students have the ability to think abstractly, productively,

critically, creatively and analytically. The teacher should expose these students in acquiring

research skills that they can use in the field of their interest. Once they are through with the

research study or investigatory project, the teacher can allow them to present their findings in

different ways.

Internship and Mentoring Program

Students who are gifted and talented should be exposed to different settings such as

science laboratories, theatre, museums, medical and law libraries with a guidance of a mentor

who shares his passion in a particular line of interest. This hands-on experience can further

enhance the students’ conceptual and performance skills foe exploring future careers.

Special Courses or Summer Programs

These are brief but intensive learning experience in the area of interest of the student.

This may be in the area of academic content or a specialized workshop in sports, music,

visual, and performing arts.

International Experiences
 Exchange program is a fun way to know the culture of other countries, interact with

different types of people, and learn new languages and to try new things in a foreign land. It

is a great opportunity to develop the students’ global interaction skills.

Competition

Competitions in and outside of the school setting can provide motivation and

challenge for students who are gifted and talented.

The following are the characteristics of a gifted and talented child:

1. Keen powers of observation

2. Learned to read very early, often before school age

3. Read widely and rapidly

4. Well-developed vocabulary, takes delights in using unusual and new words

5. Has a great intellectual curiosity

6. Absorbs information rapidly

7. Very good memory

8. Have the ability to concentrate deeply for prolonged periods

9. Very good powers of reasoning and problem solving

10. Have intense interests

11. Possesses unusual imagination

12. Have great interest in big questions

14. Very concerned about right or wrong and are concerned about injustices

Delisle and Lewis (2003) discussed mentorship as an option for serving gifted children.

Mentors are recommended to do any of the following:

- help individual students’ advice their skills, talents, and knowledge

- provide feedback on projects

- introduce students to real life applications within their areas of interest

- answer students’ questions

Observations from Filipino Professional Specialists:

1. Tends to get bored inside the classroom as he/she knows the lesson already

2. Wants challenging tasks

3. Intense intellectual curiosity

4. Perfectionist

5. Fascinated with the words and ideas

6. Cognitive skills are highly developed but usually have difficulties establishing

relationships with peers

7. Socio-emotional and sometimes gross and fine motor skills development is not at par with

cognitive development
8. Superiority complex is often displayed

In dealing with gifted children, the following points were recommended:

1. Administer psychological test to assess the child‘s giftedness

2. Create guidance program to address the needs of gifted children

3. Assist the child on his/her emotional development

4. Work hand with teachers and parents to assist the children in their intellectual needs

5. There should be differentiated curriculum and instructional system

6. Activities must be interjected with socio-emotional skill development

INTERVIEW

Gifted

One case cited by the interviewee was about a boy who was age 7, but his intelligence

is like 13 year old boy. What adults can do is for them to read with these children to make

them feel that they are supported, because if their interests are opposed, they might display

tantrums.

There would also be misconceptions by some people that gifted children are crazy

because of their extreme intelligence. These children should be understood and be admired. It

was shared during the interview that in some cases, giftedness is hereditary especially if the

genes genes of both parents are exceptional as well.

On Inclusive Education
 Teacher Baby of the Persons with Disability Office shared about the Inclusive

Education in their community. She explained that based on the mental abilities of the

disabled child, around two or three are merged in regular classes together with the regular

children. She expressed the objective of inclusive education is for the disabled children to

receive proper attention and to let them socialize with regular children. An equal treatment

should be manifested, and there should be no discrimination. She shared an inspiring message

“May kapansanan man, kayamanan ka ng bayan.” (Even a person with disability can be an

asset to the country.)

Submitted by: Arlea D. Trinidad

Submitted to: Ms. Carla Joan Schuck