The Extent, Nature and Effectiveness of Planned Approaches in ...

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gifted and talented students master new information, the pace of delivery must be adjusted to bettermatch their abilities Ministry of Education, 2000, 2002; Winebrenner, 2000).Coleman (2000) describes the need for sophistication in the differentiation of processes for gifted andtalented students and believes this can be achieved through questioning. She describes the importanceof not only the level of questions posed by a teacher, and the need for questions which allow studentsto analyse, synthesise and evaluate their ideas, but also the importance of building teaching andlearning programmes based upon the questions posed by gifted and talented students. As she states,“… look for the natural points where questions reaching the sophisticated level could be introduced.Develop a few good questions for exploration, but most of all, encourage your students to ask theirown questions--to boldly go where no one has gone before.” In Alton-Lee’s New Zealand synthesis(2003), she reports that quality teaching acts as a catalyst or facilitator for thoughtful studentdiscourse, if questions are planned to engage students in a sustained conversation focused uponpowerful, important ideas.Critical and creative thinking are probably the two most frequently cited process skills in the educationof gifted and talented students (Davis & Rimm, 1998; Kaplan, 1986; Maker & Anuruthwong, 2003;Ministry of Education, 2000; Moltzen, 2000a; Renzulli, 1977). However, as Kaplan (1986) states,“The inclusion of productive thinking skills to the exclusion of other types of skills is artificial sinceeach type of skill provides the reinforcement necessary for the mastery of other types of skills” (p.188). Creative and critical thinking skills lay the foundation for higher order, advanced learning –analysis, synthesis, evaluation, flexibility, fluency, originality and elaboration of advanced,meaningful content. In both critical and creative thinking, a shift is made from acquiring informationto using it. Furthermore, Maker and Anuruthwong (2003) discuss the importance of encouraginggifted and talented students to consider and make decisions regarding which skills, creative or critical,should be applied to certain learning situations. They state that this development of metacognitiveabilities requires teachers to facilitate opportunities for gifted and talented students to monitor theirown thinking through reflection.Dependent upon a student’s area of giftedness and talent, the skills of research, library and scientific,basic and advanced, should be taught (Karnes & Bean, 1990). Additionally, in utilising these processskills they should mirror methodologies in a real or professional sense, giving gifted students the ‘toolsof the trade’ (Renzulli et al., 2000; Renzulli & Reis, 1985, 1997, 2000; Tomlinson et al., 2002). NewZealand researcher Alton-Lee (2003) describes the importance of developing authentic skills. Shestates, “Opportunities for authentic applications through links to real-life contexts in or out-of-schoolcan have significant and sustained impacts on student knowledge, attitudes, and self-esteem” (p. 64).For success in meeting their personalised, differentiated learning goals, students need the skills oforganisation, time management, planning, decision-making and goal-setting (Alton-Lee, 2003; Karnes& Bean, 1990). Reflecting upon their own thinking through the development of metacognitive skillswill assist gifted students in applying their skills to a variety of different contexts. The purpose indeveloping these skills is to “allow students to do something with what they know” (Tomlinson et al.,2002, p. 10).Gifted and talented students also need the chance to communicate their ideas to an appropriateaudience. Hence, direct teaching of verbal, nonverbal, and written communication skills cannot beignored (Kaplan, 1986), for “the greatest ideas and solutions in the world are not worth anythingunless they can be effectively communicated” (Seney, 2001, p. 167). Karnes and Bean (1990) outlinethese skills as speech, group discussion, interview, debate, writing, active listening, and interpretationof non-verbal messages. Sharing information and ideas is the outcome of communication and theaudience must be considered, aiming for one which will understand and appreciate the gifted student’sabilities.From a cultural perspective, Bevan-Brown (1996) reminds educators that for Mäori students thereshould be opportunities for sharing outcomes for the good of others, like the community or whänau.Research in the United States indicates, however, that beyond being culturally appropriate, servicelearning has benefits for all students: it provides students with real-life examples; responsibility forlearning rests with students; connections are made between students and the community; and at the36
same time, relationships can be built between the community and school (New, 2002). Finally, servicelearning can be rewarding for students as they develop their own self-understandings and seethemselves as an important, valuable part of a wider community. Within gifted education, processskills, which develop personal growth and enhance human relationships, must also be facilitated, andfurthermore, by adding a service-oriented dimension, social and leadership skills can be developed.The final process skill to address in differentiating the curriculum for gifted and talented students isthe development of self-understanding and appreciation of their giftedness (Betts, 1985; Tomlinson etal., 2002). The Ministry of Education (2000) states, “In the past, educating gifted and talented studentshas been dominated by concerns about their learning. More recently, attention has been paid to aspectsof their social and emotional development” (p. 22). Alton-Lee (2003) puts forward the belief thatmany of the past educational provisions for gifted and talented students did not address their social andemotional needs, creating an imbalance in the cognitive and affective outcomes and inhibitingperformance. Applying the aforementioned skills of communication, group interaction, research,metacognition, and critical and creative thinking to social and emotional issues will assist students indeveloping their talents – and living with them.Differentiated ProductsFostering independence and accountability should be a goal of differentiation and can be furtherenhanced through product development (Stephens & Karnes, 2001). Products are described by Makerand Nielson (1995) as the tangible or intangible results of learning; they serve as the ‘evidence’ oflearning (Ministry of Education, 2000). The pinnacle of differentiation, student products, is theoutcome of integrating advanced level content with appropriate process skills. Stephens (1996)believes that “product development is an essential component in the gifted education program thatassists in meeting the complex and advanced needs of gifted students as they become tomorrow’screative problem solvers and thinkers” (cited in Stephens & Karnes, 2001, p. 207). As Coleman (2001)points out, product development should be sophisticated in the sense that its aim should be totransform knowledge. She refers to this as transformational application: the use of knowledge to createnew knowledge in an applied form.If differentiation is rooted in real content and processes, the outcomes should also be ‘real.’ Wheneducators differentiate for gifted and talented students, the products of their learning expand to amyriad of possibilities; the variety of student-created products is abundant (Stephens & Karnes, 2001).Kettle, Renzulli, and Rizza (2003) describe and provide My Way … An Expression Style Instrument,used for helping students and their teachers understand product preferences. Products can be dividedinto several categories: written; visual; performance; oral; and multi-categorical (Karnes & Stephens,2000). An extensive list of product ideas is provided in The Ultimate Guide for Student ProductDevelopment and Evaluation (Karnes & Stephens, 2000).There are several critical factors in product differentiation: variety; student choice and self-selection;development grounded in ‘real’ techniques and methods; appropriate evaluation and audienceselection. Teachers should take a leading role in instructing students in the ‘how-to-skills,’ helpingstudents in developing, planning, organising, designing, communicating, evaluating and celebratingtheir ideas (Stephens & Karnes, 2001). By teaching product development skills in a resource-richenvironment, the aim is not, however for concrete products to become “ends in themselves. Rather,they are viewed as vehicles through which the various abstract products can be developed andapplied” (Tomlinson et al., 2002, p. 11).The development of intangible or abstract products is “more enduring and transferable” (Tomlinson etal., 2002, p. 11). Intangible evidence of learning includes “knowledge, ideas, problem-solvingstrategies, attitudes, beliefs and values and personal and social development” (p. 11). Ideally, concreteor tangible products lead to these personal gains, the two types of products operating in tandem withone another. This is also the place where being of service, group giftedness and cultural differences arecelebrated (Bevan-Brown, 1996). The goal of product differentiation must not be confused withproduction-line sameness; product differentiation is an opportunity for gifted and talented students todemonstrate and commemorate their unique ways of thinking, learning and feeling.37
Page 1 and 2: The Extent, Nature and Effectivenes
Page 3 and 4: iii
Page 6 and 7: AcknowledgementsThe research team w
Page 8 and 9: viii
Page 10 and 11: The Nature and Extent of Identifica
Page 12 and 13: Table 28. School-Based Provisions:
Page 14 and 15: policy (Ministry of Education, 2002
Page 17 and 18: Introduction to the Literature Revi
Page 19 and 20: national and international theory a
Page 21 and 22: literature in relation to New Zeala
Page 23 and 24: DEFINITIONS AND CHARACTERISTICSTher
Page 25 and 26: It is also important to remember th
Page 27 and 28: classroom. She further recommends t
Page 29 and 30: combination. The desirable approach
Page 31 and 32: identification and the opportunitie
Page 33 and 34: words, teacher identification in yo
Page 35 and 36: Tests of intelligence. Tests of int
Page 37 and 38: 2003). The bias reported in these t
Page 39 and 40: mentioned, it must be recognised th
Page 41: that ‘all parents think their chi
Page 46: The adaptations made to content, pr
Page 51 and 52: 6. The classroom has a comfortable,
Page 53 and 54: Freeman (1998) conceives enrichment
Page 55 and 56: egular classroom can also alleviate
Page 57 and 58: • These learners should have oppo
Page 59 and 60: learning there seems to be reluctan
Page 61 and 62: Swiatek (2002) concludes that the S
Page 63 and 64: Perhaps in the historical debate ov
Page 65 and 66: The New Zealand Curriculum recognis
Page 67 and 68: Stocktake Report to the Minister of
Page 69 and 70: The model reflects many of the prin
Page 71 and 72: • The establishment of learning g
Page 73 and 74: challenging for them” (Fielder et
Page 75 and 76: (1986) believe that if grouping is
Page 77 and 78: EDUCATING GIFTED AND TALENTED STUDE
Page 79 and 80: and exposure to higher level thinki
Page 81 and 82: 5. Ensure the student is equipped a
Page 83 and 84: • A documented programme for an i
Page 85 and 86: There are some suggestions that IEP
Page 87 and 88: Potential Weaknesses• Time consum
Page 89 and 90: always be concerned to protect stud
Page 91 and 92: Similar findings were reported by J
Page 93 and 94: Potential Strengths• Working in t
Page 95 and 96: Kaplan (1999) outlines the followin
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Potential weaknesses of learning ce
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Developed specifically as a model f
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earlier in this review of the liter
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• A practical option for small or
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programmes of this nature. Macleod
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have significant but varying positi
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• Missed instruction (Cox & Danie
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describe American secondary schools
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felt that instruction was more stud
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Recommendations for Effective Pract
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Outcomes for StudentsEarly entry is
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difficulties, Cornell et al. (1991)
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opportunities for acceleration and
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Burns and Lewis (2000) conducted a
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way, competitions allow students a
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hundred and sixteen of these Olympi
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her wings so that those special abi
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programmes: establish a “definiti
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determine what features are essenti
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their responses (Harrison, 2003). O
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ideas beyond the school curriculum,
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• Narrow selection criteria inclu
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Culture free and culture fair tests
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In her examination of successful pr
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potential (Torrance, 1984). Mentors
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Provisions: ProblemsShortage of cul
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content and context of learning is
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concept/phenomenon, threat of isola
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Similarly, Doidge (1990) recommends
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cooperative team approach is helpfu
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student outcomes is briefly discuss
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a link between programme evaluation
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• Community and parental contribu
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Cathcart (1996) states that, “som
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• Is passionate about discipline,
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Whilst all of these are promising p
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THE NATURE AND EXTENT OF IDENTIFICA
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profiles or cumulative work folders
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QuestionnaireThis purpose of the qu
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questionnaire the quality of these
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• Income Support Payments Receive
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of these schools reported one, wher
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Table 9. Written Policies and Proce
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We are very much in our conception
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Table 11. School-Based Concept or D
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Some schools recognised the potenti
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Table 12. Formal Identification by
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The frequencies for this section ar
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Table 17. Identification Methods: C
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Table 19. Identification Methods: S
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Summary: Formal Identification of G
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Table 24. Community-Based Provision
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Table 25. School-based Provision by
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Provisions: Intellectual/Academic.
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Table 31. Provisions: Gifted and Ta
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primary schools are making schoolwi
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Resource provision, staffing, is a
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Case StudiesTo add richness to this
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7. Measures to ensure identificatio
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Table 36. Profile of School A.Overa
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intelligences, inquiry learning, an
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School B’s JourneyThis full prima
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Table 38. Profile of School C.Overa
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included. Teachers chose which acti
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School D’s JourneyWhile it is dif
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Table 40. Profile of School E.Overa
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isks. As part of this inclusive phi
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School F’s JourneyPrior to the pr
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Table 42. Profile of School G.Overa
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School electives and the annual sch
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School H’s JourneyThe gifted and
Page 239 and 240:
School I’s JourneyThe journey for
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Table 45. Profile of School J.Overa
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community who may be able to suppor
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IdentificationDuring the in-depth i
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1. A talent detector form that asks
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The process in one school for the i
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Have an established gifted register
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Withdrawal programmes. The ‘succe
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It’s actually releasing children
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Difficulties. Providing for gifted
Page 259 and 260:
Knowing that Mäori kids like team
Page 261 and 262:
To counteract the previously mentio
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classroom teacher for inclusion in
Page 265 and 266:
additional funds for competitions,
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classes during Enrichment. The coor
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One of the main day to day operatio
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The intermediate school teachers of
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cluster programme, as well as press
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not all students could participate,
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levels of schooling, and overall or
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The rationale for professional read
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DiscussionThe purpose in this resea
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Schoolwide organisation of gifted a
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inclusive nature of giftedness and
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provisions in their procedures. Mee
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ConclusionsThis section of the rese
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eflect the core principles of gifte
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ReferencesAdams, C., & Cross, T. (1
Page 295 and 296:
Betts, G. (1985). Autonomous Learne
Page 297 and 298:
Callahan, C.M., Hunsaker, S.L., Ada
Page 299 and 300:
Cross, T. (1994). Alternative inqui
Page 301 and 302:
Feldhusen, J.F. (1997). Educating t
Page 303 and 304:
Freeman, J. (1998). Educating the v
Page 305 and 306:
Heller, K.A., & Schofield, N.J. (20
Page 307 and 308:
Kaufmann, F.A., Harrel, G., Milam,
Page 309 and 310:
Lewis, G. (2002). Alternatives to a
Page 311 and 312:
McGee, C., Jones, A., Cowie, B., Hi
Page 313 and 314:
Montgomery, W. (2001). Creating cul
Page 315 and 316:
Plunkett, M., & Harvey, D. (1995).
Page 317 and 318:
Renzulli, J.S. (1986). Systems and
Page 319 and 320:
Robinson, A. (1991). Cooperative le
Page 321 and 322:
Slavin, R.E. (1988). Synthesis of r
Page 323 and 324:
Timutimu-Thorpe, H. (1988). E awhi
Page 325 and 326:
Van Tassel-Baska, J. (2000). Theory
Page 327 and 328:
APPENDIX ALiterature Review Templat
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Section 2: THEORY-BASED REFERENCES
Page 331 and 332:
APPENDIX BSchool Questionnaire20033
Page 333 and 334:
321
Page 335 and 336:
323
Page 337 and 338:
325
Page 339 and 340:
APPENDIX CInformation Sheets andInt
Page 341 and 342:
The Extent and Nature of Identifica
Page 343 and 344:
Page 345 and 346:
As compensation for your school’s
Page 347 and 348:
APPENDIX DConsent Forms335
Page 349:
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