Gifted and Talented Students - Meeting Their Needs in New Zealand ...

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GIFTED AND TALENTED STUDENTS: MEETING THEIR NEEDS IN NEW ZEALAND SCHOOLSBLOOM’S TAXONOMYTHEORY TO PRACTICELEVEL BEHAVIOURS ACTIVITIES PRODUCTSKnowledgeRequires notransformation ofinformation andmay be referred toas rote recallLocate, match,identify, listen,observeTapes, diagrams, modelsComprehensionLow level ofunderstanding,making use ofinformation andenabling student torestate ideasResearch, ask,discoverBooks, magazines,videos, newspapersApplicationUsing previouslylearned ideas,procedures ortheories in a newcontextList, construct,teach, paint, report,sketch, experiment,manipulate,interview, stimulateDiary, puzzle, map,diorama, scrapbook,collection, sculpture,model, illustrationAnalysisBreaking downa whole into itselements or partsClassify, categorise,separate, compare,contrast, advertise,survey, dissectGraph, questionnaire,chart, commercial,diagram, reportSynthesisPutting togetherparts to form awholeCombine, invent,compose,hypothesise, roleplay,create, write,imagine, inferCartoon, poem,story, play, song,pantomime, recipe,invention, article,video, web pageEvaluationMakingjudgments orplacing valuesupon somethingfor a givenpurposeJudge, evaluate,discuss,debate, decide,recommend,chooseSelf-evaluation,group discussion,mock court trial,conclusion, reviewBLOOM’S TAXONOMYWhile some contend that all students are capable of each of these processes, educators oftenadvocate that for gifted and talented students, more time and greater attention should bespent at the higher levels, effectively inverting the triangle as illustrated below.48
PART TWO: PROGRAMME DEVELOPMENT AND EVALUATIONEvaluationSynthesisEvaluationSynthesisAnalysisApplicationAnalysisApplicationComprehensionKnowledgeComprehensionKnowledgeRegular classroom programmesGifted programmesBLOOM’S TAXONOMY (adapted)The Enrichment Triad ModelDeveloped by Renzulli, this is perhaps the most widely used curriculum model in giftededucation. Its development began in 1977, and since that time the model has beenincorporated within the Schoolwide Enrichment Model (Renzulli and Reis, 1985), an approachto gifted education that enhances the regular classroom programmes with a number of thepreviously discussed provisions. The model (initially intended for primary schools) has alsobeen adapted for secondary schools in the Secondary Triad Model (Reis and Renzulli, 1986).Since the Enrichment Triad Model serves as the base for each of these adaptations, it is moreclosely examined here.The model consists of three interrelated types of enrichment:• Type I – general exploratory activities (enrichment);• Type II – group training activities (process);• Type III – individual and small-group investigations of real problems (product).Type I enrichment offers students a wide range of experiences and activities in order tointroduce a variety of topics. Type I may be facilitated through any number of outlets,including printed materials, media, field trips, and guest speakers. It moves students beyondthe regular curriculum to potentially exciting areas of interest.Type II enrichment is designed to give students the skills necessary to carry outinvestigations and develop a range of thinking and feeling processes. Renzulli and Reis(1986) suggest these include: creative-thinking, problem-solving, critical-thinking, decisionmaking,and affective processes. Research skills, communication skills, and how-to-learnskills are also developed.Type II enrichment enables students to “deal more effectively with advanced, differentiatedcontent” (Riley, 1996, page 188). In adaptations of this curriculum model, types I and IIenrichment are offered to all students.49
Page 1 and 2: Gifted and Talented StudentsMeeting
Page 3 and 4: GIFTED AND TALENTED STUDENTS: MEETI
Page 5 and 6: ForewordGifted and Talented Student
Page 7 and 8: INTRODUCTIONNew Zealand teachers ar
Page 9 and 10: GETTING STARTEDMany schools have di
Page 11 and 12: GETTING STARTEDtheir skills should
Page 13 and 14: PART ONE: DEFINITIONS, CHARACTERIST
Page 35 and 36: PART TWO: PROGRAMME DEVELOPMENT AND
Page 47: PART TWO: PROGRAMME DEVELOPMENT AND
Page 59 and 60: RECOMMENDED READINGSRecommended Rea
Page 61 and 62: REFERENCESAdditional Recommended Re
Page 63 and 64: REFERENCESHigh Ability StudiesThe o
Page 65 and 66: REFERENCESKrathwohl, D. R., Bloom,

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