Definition of Giftedness There is no unified definition of giftedness among different cultures, but all of them focus on the exceptional performance of gifted students. For instance, the US uses the Stanford-Binet Intelligence Test and considers gifted students to be the top one to three percent in general intelligence ability (Terman & Oden, 1947). The National Society for the Gifted and Talented (2012) regards gifted students as “Youth with outstanding talent who perform at remarkably high levels at accomplishment when compared with others of their age, experience or environment”.
Introduction
People put extraordinary attention and praise on the bright side of the gifted population, while they neglect the burdens of achievement put on
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Demographic aspects
a. Family: One of the dominant debates about giftedness relates to whether the specail gifts and talents are from nature or nuture. It is notable that the family provides the breeding ground for the development of these traits (Webb et al, 2007).
b. Gender: There are gender differences with gifts; males tend to attain both higher scores and lower scores than females in quantitative reasoning. However, the social expectation of girls with gifts remains critical (Strand et al, 2006).
2. Psychological aspects
a. Perfectionism: Gifted students are often found to have perfectionist concerns as they have high standards. Too great an expectation for one’s performance can produce negative effects, leading to avoidance to failure and anxiety (Chan, 2003).
b. Underachievement: Unchallenging schoolwork is considered to be one of the common problems for students with gifts. Diezmann and Watters (2006) suggest that, if gifted students are not identified, they tend to adopt a relaxed learning approach as they are not motivated by easy tasks. This might cause serious learning difficulties when they are confronted with complex material in pursuing higher studies (Diezmann & Watters,
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Core values of gifted education (i.e. high order thinking skills and creativity) are now introduced to the general classrooms in all subjects and schools under Tier I, with some special groupings to address the different students’ needs with enrichment and extension of curriculum (Education Bureau ,2012). Tier II promotes some pull out programs for training homogeneous students??? outside regular classrooms, while there is some pull out programs for students with excellent performance in specific domains (Education Bureau ,2012). Tier III is based on off-site support; there is mutual cooperation among the Gifted Education Section of EDB, the Hong Kong Academy for Gifted Education and other tertiary or educational institutes to provide extra and challenging learning opportunities for students with special gifts and talents nominated by their schools (Education Bureau
In Grant Penrod’s “Anti-Intellectualism: Why We Hate the Smart Kids,” the reader is presented with a piece concerning the attitude of society towards the academically gifted and intellectually advanced. Throughout the piece, Penrod brings forth the general claim that intellectual growth has been forced to take a backseat to the growing mindset that heightened intelligence is now a faux pas. Society as a whole has become less supportive of expanding our knowledge, and has moved from nurturing those who lead a quest for knowledge in favor of hindering them through a slurry of verbal and mental trauma. Within the first paragraph, Penrod exemplified that one high school in Arizona glorified their football team for coming home with the State Championship
Gerald Graff, a highly regarded English teacher at the University of Illinois at Chicago, writes this essay “Hidden Intellectualism” as1 an adaption from his book published in 2003 Clueless in Academe: How Schooling Obscures the Life of the Mind. Throughout the passage he argues that there are forms of intellectualism that surpass our societies views of being smart, and that our education system is not providing everyone with equal rights to use their skills. Gerald Graff’s is correct in his point of view because there are actually some young people who do not do well academically but excel in extra-curricular activities such as sports. These individuals may be said to possess a form of intellectualism that is concealed. This essay will critically
Even if a child does not get put into the gifted program at age five, he or she has the opportunity to get admitted later on. Just because a child is several months younger than his or her peers does not mean that he or she is less intelligent. Children develop at different rates, so having several months head start could mean
In Grant Penrod’s essay “Anti-Intellectualism: Why We Hate the Smart Kids” he discusses the praise for uneducated success in society today. Penrod that high school athletes receive more glorification after winning a game whereas champion academic teams receive very minimal attention. Conversations from websites like TalkingCock.com reveal a collective distaste for intellectualism while other websites like Angelfire.com give praise to famous high school dropouts. Penrod points out how uneducated success is not only highly praised, but highly rewarded as well.
They’re not taken seriously or listened to because they’re not academically educated. Street smarts is overlooked by teachers and undervalued by parents. Graff’s argument is that these street-smart kids are just as valuable as those who are academically gifted because within the “street-smarts” can be found “book-smarts”. There are different types of intelligence but they are not unequal in importance. I strongly agree with Graffs argument since I can relate on a personal level.
Journal of Secondary Gifted Education, 16(4), 180-189. This study compared critical thinking into two writing samples from gifted students. The first writing sample was given in the beginning of their 11th and 12th grade year. The first writing sample was handwritten and the second essay was completed on the computer.
“Oh wow, what a smart child!” This is a statement that deceivingly seems inconsequential on the surface. However, once one digs below the surface, as Carol S. Dweck did in “Brainology: Transforming Students’ Motivation to Learn,” one can see that having a certain mindset can be a determining factor of whether or not a child will be able to become successful. Dweck believes that a praise (similar to the type mentioned before) cause students to have a certain mindset on the way smartness functions, consequently affecting their work ethic. TO elaborate, she claims they either have one of two mindsets; a growth mindset, which is when a student believes they obtain knowledge by working hard; or a fixed mindset which is when a student believes everyone has a set level of smartness they have to live up to.
Lambert once posed. After watching a film about the life of a famous composer he asked us, “do you believe intelligence is inherited or earned through hard work?”. My answer to this is although the chance to be born a gifted prodigy is a small chance, everyone has the ability to improve and educate themselves so hard work is key. As a student at Catalina Foothills High School, i’m realistic enough to be aware that even though a course may be rigorous and even a little exhausting, I need to set myself down because hard work correlates to knowledge gained. Overall, this relates to the tenet of service because I am willing to uphold scholarship and maintain a loyal school attitude, while also taking on difficult
It affected his self-esteem and made him have a negative outlook on being labeled as gifted. I scored both of the following statements, Acceleration options such as early entrance, grade skipping, early exit, and telescoping tend to be harmful for gifted and talented students and Gifted students have lower self-esteem than non-gifted students as a reality on my quiz. Once reading the myth justification, I recognize now that it was important to consider the social and psychological adjustment of each student for whom such options are being considered as well as cognitive capabilities in making the optimal match to the student's needs (Rogers, 1991). In the conclusion, both teachers only considered his intellectual ability not the social and psychological adjustment. Furthermore, as a parent, I considered it all, but his teacher had already mentioned to him before my discussion was final on his advancement.
Burns’ article, “Identifying Thinking Skills for Instruction in Your Classroom,” serves to be a great resources for all educators, but, specifically to those who teach gifted learners. Educators of gifted learners are always looking for ways to provide challenging lessons and this taxonomy exposes multiple ways to do so. Burns did a phenomenal job of explaining the taxonomy, defining the categories, identifying the steps, and providing examples in order for the implementation to be successful. I enjoyed the article and I plan to use these strategies and skills in my own classroom as I feel that it would be very beneficial to my
Graff says street smarts offer more life skills than the education provided in school. In other words, you can be smart without being highly educated because knowledge goes beyond academics. He grew up thinking he was anti-intellectual because his writing skills were not great about the topics he’s expected to write in school. Graff describes how sports helped him excel in academics and discover his hidden intellectualism. He believes ‘’Making students’ nonacademic interests of an object study is useful, the, for getting students’ attention and overcoming their boredom and alienation, but this tactic won’t in itself necessarily move them close to an rigorous treatment of those interests.’’
“Blue Collar Brilliance” After Graduating High School students have a choice of going to college or not. College is a place where students want to be educated or have a better job in the future. Some people believe that students who go to college more intelligence than students who go working after graduating high school. However, going to college does not means all students as intelligence; because students might go to colleges to have a degree, but not to be intelligence. Sometimes intelligences can be measures by the level of school a student completed, but for a blue collar job they need to practice and observe in the field to be able to perform the job on they own preference.
Introduction 5 space indent. Gifted Learner are often underrepresented. Being deemed high performers; gifted children are capable of intellectual, creative, artistic, leadership, and other specific academic fields, and may require extenuating resources other than services offered by their school. The characteristics of high achievers and gifted students are also often misconstrued. High achievers are very similar to that of a gifted student as it relates to the cognitive aspect of learning.
Outliers, written by Malcolm Gladwell, is an informational book regarding the intricacies of success and how it comes to fruition in individuals. Outliers has served to teach students the means of being successful and the importance of seizing opportunities as they come. Personally, Outliers has changed my views of success in numerous ways. Before reading said book, I had always assumed people who were naturally talented or had specific privileges were the only ones who could get far. However, Gladwell’s writing has informed me that anyone, if they are prepared to work hard, can reach their goals.
Thesis: Human development has been regarded as one of the most highly controversial topics in the world. This debate is labeled nature versus nurture. The controversy centers on the premise that our personality, behavior, intelligence, and feelings are either genetically inherited, or environmentally earned; that we are innate creatures born with our personalities, or that they are learned by experiences and time. We are born with our personalities, but our behaviors are learned through experience and shaped thru time. Barbara Latten: "I think that inherently we are who we are.