Gifted and Talented (GAT)

Gifted and Talented (GAT)
Prep GAT 0

Table of Contents
PREP GIFTED AND TALENTED (GAT): VISION..................................................... 2
PREP GIFTED AND TALENTED: RECOGNISING GAT STUDENTS..................... 3
GUIDELINES FOR RECOGNISING POSSIBLE GAT STUDENTS:.............................................. 3
THE SIX PROFILES OF GAT STUDENTS:............................................................................. 3
PREP GIFTED AND TALENTED: REFERRAL PROCEDURES .............................. 4
PARENT NOMINATION FORM:............................................................................................ 5
TEACHER NOMINATION FORM: ......................................................................................... 7
PREP GIFTED AND TALENTED: DIFFERENTIATION.......................................... 9
GROUPING STRATEGIES:................................................................................................... 9
Examples of grouping strategies:................................................................................ 9
The............................................................................................................................... 9
CURRICULUM: ................................................................................................................ 10
Examples of management strategies for curriculum differentiation within the
classroom: ................................................................................................................. 10
WHAT IS CURRICULUM DIFFERENTIATION..................................................................... 11
PREP GIFTED AND TALENTED: REFERENCES................................................... 12
Prep GAT 1

Prep Gifted and Talented (GAT): Vision
TSS Prep’s commitment to all boys is to provide them with encouragement,
support and opportunities to achieve their best.
Our vision for Gifted and Talented boys is that they feel supported and
encouraged by a community which fosters a learning environment that both
challenges and supports the boys to pursue excellence and develop a passion
for lifelong learning.
We aim to:
1. empower the boys who have been identified as Gifted and Talented,
and provide them with opportunities and programs to reach their full
potential;
2. identify double labeled or underachieving Gifted and Talented students
3. be dynamic in our approach to accommodate the individual needs of
our boys;
4. provide a pathway for TSS Prep students to enter the GAT/ Honors
Program at the Senior School
5. support the teachers in developing differentiated programs to meet the
needs of the Gifted and Talented;
6. provide information that increases the understanding within the Prep
community of what it means to be a Gifted and Talented student; and
7. foster a culture, within TSS Prep, that values high academic
achievement.
Prep GAT 2

Prep Gifted and Talented: Recognising GAT students
Guidelines for recognising possible GAT students:
The following characteristics are indications of potential GAT students. However,
caution should be used when interpreting student’s behaviour – it is the
frequency, intensity and combination of behaviours which provides evidence of
giftedness.
The six profiles of GAT students:
(Betts & Neihart, 1988)
Profile
TYPE I, The High Achiever
TYPE II, The Challenger
TYPE III, The Underground
Student
TYPE IV, The Dropout
TYPE V, Double Labelled
TYPE VI, Autonomous Learner
Characteristics
• Most commonly identified as GAT.
• Well liked with high level outcomes
• Dependent rather than independent.
• Not risk takers.
• Could achieve more if more selfdetermining.
• Usually highly creative.
• Lack of support can result in rebellious
behaviour.
• Challenges any authority figure
including parents.
• Tries to hide giftedness.
• Often in the middle years of schooling.
• Anxious and insecure.
• Long history of underachievement.
• Requires substantial support.
• Often at this stage as a result of demotivation
due to inappropriate
programs.
• May have physical, emotional or
learning difficulty.
• Often impairment given attention whilst
gift is ignored.
• Independent and self directed.
• Develop with appropriate program.
Prep GAT 3

Prep Gifted and Talented: Referral procedures
Teacher
Awareness of possible GAT required
through interaction with the student or
Admissions
Admissions
Teacher to gather information
indicating suspected strength
Teacher to modify program/
approaches/ strategies etc.
Note: Teachers
seek support from
teaching peers as
well as informal
discussions with
GAT team and
informal parent
interviews/ chats
Permission to gather information from
external professionals is sought
Parents complete nomination form
Student may be viewed in their
current educational setting
Formal referral to GAT
via teacher nomination
form and parent
nomination form 1
accompanied by
information gathered
GAT investigates case further and
with the class teacher works to
identify the needs of the child and
further adjustments needed
GAT and class teacher offer
amended program
Strength extended
Note: Although it is currently not
a legal requirement to keep a
proof of adjustment folder for
each identified student – it is
coming and it may be a good
idea to start getting into the
habit. Alternatively, the portfolio
is a good medium to document
proof of adjustments.
Outline of how TSS would be able to
provide and accommodate alternative
education
GAT investigates case further and
with the class teacher works to
identify the needs of the child and
adjustments needed
GAT and class teacher offer
amended program
Note: Because each case is so unique and dynamic, the flow of this process will
vary greatly according to each individual case.
1 Teacher and parent nomination forms can be downloaded from the GAT website or copied from this handbook
Prep GAT 4

Parent nomination form:
Nomination by parent or caregiver
Child’s name:_______________________________________ Child’s Class: ________________________
Name of Parent/Caregiver:________________________________________________________________
Your relationship to child: ____________________________ Child’s Age (Year/months): _____________
Please tick the appropriate boxes:
Characteristic Most of the time Some of the time Rarely
• Recalls facts easily
• Express himself fluently
• Is always asking questions
• Has a well developed sense of
humour
• Finds unusual uses for things
and is inventive
• Tends to lead/initiate activities
• Is curious
• Has a long attention span
• Is easily bored
• Is an avid reader
• Understands things well enough
to teach them to you or others
• Mixes with older children and
adults easily
• Is impulsive
• Is an independent learner
• Is concerned about world issues
Prep GAT 5

PLEASE COMPLETE THE FOLLOWING QUESTIONS:
When did your child first talk
When did your child first learn to read
At what age did your child show an understanding of numbers, puzzles and patterns
How many books and magazines would your child voluntarily read in a month
If your child has any intense interests or hobbies, what are they
What type of television programs does your child like to watch
If your child has an interest in music, what is he learning and what level has been attained
In what activities does your child participate outside school hours
Would you consider that your child has a particular problem or need that may affect his learning
Has your child painted, built or constructed something which seemed beyond his age
Please add any other information you may feel relevant to your child’s nomination, e.g. photos of his art, constructions,
educational reports, examples of your child performing above the expected level for his peer group, etc.
Prep GAT 6

Teacher nomination form:
TEACHER NOMINATION FORM:
PRIMARY AND SECONDARY
Student Name: ………………………….
Teacher: ………………………………….
Age: ……………………….
Date: ………………………
Use a highlighter to show each behaviour you observe in the classroom or
playground.
CHARACTERISTICS POSITIVE BEHAVIOURS NEGATIVE BEHAVIOURS
Highly curious
Abstract thinker
Flexible thinker
Clever use of humour
Superior vocabulary
Advanced reading
• Asks lots of questions
• Inquisitive
• Remembers details
• Makes generalisations
• Tests out ideas
• Employs variety of strategies to
work something out
• Enjoys ‘adult humour’
• Gets teachers jokes!
• Heightened involvement in the
discussions
• Enjoys adult-like discussions
• Reads widely
• Advanced vocabulary
• Advanced comprehension
• Asks inappropriate questions
• Poor group participant
• Easily diverted from task
• Questions others
• Questions authority
• Manipulates people and situations
by using a variety of strategies
• Uses humour at the expense of
others
• May be bossy or overbearing when
working with others
• Reads constantly
• Neglects peer interaction and work
Retention of knowledge;
fast learner
Long attention span
Independent
High level of
responsibility and
commitment
• Moves beyond core content and
skills quickly
• Detailed recall of facts
• Concentrates and focuses on an
area of interest for a long period of
time
• Self directed
• Focused on task in research or
study
• Sets attainable goals
• Learns to accept own limitations
• Tolerant of peers in a group
• Rushes work, then disrupts others
• Monopolises class discussions
• Easily distracted unless the task is
an area of passion or interest
• Reduced involvement in discussion
or group work
• Uncooperative in a group
• Self critical
• Perfectionist when completing tasks
• Sets unrealistic expectations for
other group members
Prep GAT 7

Strong feelings and
opinions
Strong sense of justice
Original and creative
Immersion learner
• Listens to others
• Shows concern and interest
• Considers others’ points of view
• Aware of others’ feelings
• Empathises with those less
fortunate
• Wants to ‘save the world’
• Stands up for other children whom
they think have been treated poorly
• Comes up with ideas “out of the
box”
• Sees problems as a whole
• Connects thoughts and feelings
• Wants to know everything about a
topic
• Becomes an expert on a topic by
reading widely or talking to people
• Speaks out and lacks tact
• Over-reacts to others’ comments
and reactions
• Confrontational
• Argues the rules of the game, e.g.
handball
• Frustration when others don’t play
exactly by rules
• Asks older children or adults to solve
issues seen as “unfair”
• Unaccepting of status quo
• Absent-minded or daydreamer
• Asks unrelated questions
• Disorganised
• Focuses on topics of interest to
them, at the expense of classroom
work
• Shows off knowledge to prove others
wrong
Adapted from Caroline Merrick (2004) Gross, MacLeod, Drummond & Merrick
(2001), Clark (1983) and Baska (1989).
Scoring the Checklist
How many positive behaviours are being displayed ………………………………
How many negative behaviours are being displayed ……………………………..
Have you highlighted behaviour in more than five different behaviour boxes Y/N
Of which behaviours are you observing more
POSITIVE/ NEGATIVE
Conclusion
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Prep GAT 8

Prep Gifted and Talented: Differentiation
Grouping strategies:
At Prep, we value grouping (by ability or achievement), as a form of instructional
management that fosters differentiation of the curriculum.
The GAT students learning potential is more likely to be maximized when he
spends learning time with other students of a similar ability. Grouping also offers
social and emotional benefits for the GAT student as he is spending time with
children “like him”, bringing social confidence through a feeling of belonging.
Examples of grouping strategies:
Multi-age classroom
Students are grouped by their achievement level in a subject rather than
by grade or age level
Regrouping by achievement for subject instruction
Students are sorted according to their subject ability or achievement into
different classes.
A cluster-grouped class
The top high ability students are placed in the same class, where they can
access a differentiated curriculum
Within-class performance grouping
Sorting of students by topic or subject provides differentiated learning for
each group
Co-operative grouping with like ability learners
Groups of learners are organised in three-to-four-member teams and the
group task is adjusted accordingly
A withdrawal program for children gifted in specific subject areas
Students are regularly withdrawn from class
(Adapted from: Rogers, (2002)
Prep GAT 9

Curriculum:
Grouping alone will not reap benefits for the GAT student, they need access to a
developmentally appropriate curriculum (Rogers, 2002). Provisions for a GAT
boy are an important component (and soon legal requirement) of the class
program. Short term, ad hoc adjustments that are not related to the core
curriculum are basically a waste of everybody’s time.
The curriculum for GAT students should be challenging, stimulating and dynamic,
aiming to meet the individual needs of the boy.
Educational programs for GAT students may contain:
• content acceleration to match students’ abilities
• thoughtfully planned relevant enrichment
• the opportunity to work with peers of similar ability
• the opportunity to work with mentors, who have high levels of
expertise.
Examples of management strategies for curriculum differentiation
within the classroom:
Individual educational plan
A written plan for managing and delivering the curriculum for an
exceptional child
Talent development
Provision of opportunities for a high-ability or talented student, through
either individual work or work in a like-ability group
Individual mentoring or tutoring
An opportunity to engage intellectually in an area of deep interest with an
expert
Independent study
Structured projects that enable a student to investigate individually an
area of interest
Prep GAT 10

What is curriculum differentiation
Differentiation ranges from slight to major modifications of the curriculum through
adjustments to content, processes and skills. It provides a planned, documented
and challenging curriculum that matches the ability of gifted students to:
• learn at faster rates
• find, solve and act on problems more readily
• manipulate abstract ideas and make connections to an advanced
degree
Differentiation should include enrichment and extension activities. Enrichment
refers to the broadening of the curriculum to develop knowledge, application,
thinking skills and attitudes, to a degree of complexity appropriate to the
student’s developmental level (Braggett, 1997). Enrichment activities need to be
written into unit planners to ensure all students have access to them. Extension
activities involve the deepening of students’ knowledge, understanding and skills.
A differentiated curriculum is a program of activities that offers a variety of entry
points for students who differ in abilities, knowledge and skills. In a differentiated
curriculum, teachers offer different approaches to what students learn (content),
how students learn (process) and how students demonstrate what they have
learned (product). Differentiated instruction is a mix of whole-class, group and
individualised activities. (NSW Department of Education and Training, 2004)
Differentiated programming is:
• having high expectations for each student;
• permitting students to demonstrate mastery of material they already know
and to progress at their own pace through new material;
• providing different avenues to acquiring content, to processing or making
sense of ideas, and to developing products;
• providing multiple assignments within each unit, tailored for students with
differing levels of achievement;
• allowing students to choose, with the teacher’s guidance, ways to learn
and how to demonstrate what they have learned; and
• flexible: teachers move students in and out of groups, based on students’
instructional needs.
(Adapted from Tomlinson & Allan, 2000)
Prep GAT 11

Prep Gifted and Talented: References
Braggett, E. (1997). Differentiated programs for secondary schools: Units of work for
gifted and talented students. Highett, Vic.: Hawker Brownlow Education.
Rogers, K.B. (2002). Re-forming gifted education: Matching the program to the child.
Scottsdale, AZ: Great Potential Press.
State of NSW, Department of Education and Training. (2004). Policy and implementation
strategies for the education of gifted and talented students, NSW Department of
Education and Training.
Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and
classrooms. Alexandria, VA: ASCD
Prep GAT 12