What is a gifted child? Written by David Farmer Wednesday, 12 December 2007 07:11 A good question to start with. The word "gifted" has been defined differently by different academics and practitioners and is often considered by many to be an unfortunate term, but it has become generally associated with a child whose potential in one or more areas of skill would place him or her in the top 2-5% of children of the same age. Notice that this does not assume a narrow view of academic intelligence - the areas of skill can be traditionally academic, or creative, intrapersonal etc. You can read the following general introduction or check out these pages which cover the main different models of giftedness: The same source suggests demonstrated achievement or potential ability can be in: general intellectual ability specific academic aptitude creative or productive thinking leadership ability visual and performing arts psychomotor abilities The following lists bring together a number of resources. Meet some gifted children
Gifted Homeschoolers Forum “ -- Zen Koan We are all underachievers. Or so it seems to me. That most of the time we could do better as individuals seems obvious. Psychometricians often claim we are smarter than ever. I don’t know – I tend to think that while as individuals we may be getting smarter (better nutrition and all, though make sure to supplement those Omega-3s), our collective intelligence, in our neighborhoods and in the world community, is increasingly impoverished, and, as a society, we get dumber all the time. Maybe it just feels that way because we could do – we could -- so much more. I am far from the first to have had this thought. Ah, how shameless—the way these mortals blame the gods. From us alone, they say, come all their miseries, yes, but they themselves, with their own reckless ways compound their pains beyond their proper share. Perhaps the gods themselves are underachievers. Let’s begin with overachievement. We discover mental tricks that allow us to go the extra mile. can retard performance.
Gruener Consulting LLC | Positive Discipline Parent and Classroom Education, Presentations and Seminars “Play Partner” or “Sure Shelter”: What gifted children look for in friendship “Play Partner” or “Sure Shelter”: What gifted children look for in friendship Author: Miraca U. M. Gross Citation: From The SENG Newsletter. 2002 May 2(2) “When gifted children are asked what they most desire, the answer is often ‘a friend’. The need for friendship and, even more, for emotional intimacy, is a driving force in both children and adults. A wealth of research studies over the last 70 years have shown us that when intellectually gifted children look for friends, they tend to gravitate towards other gifted children of approximately their own age, or older children who may not be as bright as they are, but who are still of above average ability (Hollingworth, 1926; O’Shea, 1960; Gross, 1993). Previous international studies have found, not surprisingly, that children’s conceptions of friendship develop in stages and are hierarchical and age-related (see, for example, Bigelow and La Gaipa, 1975; Selman, 1981). Stage 5: “The sure shelter.” However, “rare” also means “scarce”. Dr.
Bloom's Taxonomy - UCF Faculty Center for Teaching and Learning Introduction Bloom's taxonomy was developed to provide a common language for teachers to discuss and exchange learning and assessment methods. Specific learning objectives can be derived from the taxonomy, though it is most commonly used to assess learning on a variety of cognitive levels. The table below defines each cognitive level from higher- to lower-order thinking. The goal of an educator using Bloom's taxonomy is to encourage higher-order thought in their students by building up from lower-level cognitive skills. Knowledge Definition Rote factual knowledge of specific terminology, ways and means (i.e., conventions, trends, classifications and categories, criteria, methodology), universal axioms and/or abstractions accepted by the field or discipline (principles and generalizations, theories and structures). Comprehension Definition Understanding the meaning of information and materials. Application Analysis Synthesis Evaluation Learning Objectives Applications of the Taxonomy Bloom, B.
SLP Articles Cognitive Behavioral Therapy for SLPs: Applications for Counseling, Behavioral Change, and Clinical Supervision William Evans, MS, CCC-SLP May 12, 2015 This text-based course is a transcript of the webinar, “Cognitive Behavioral Therapy for SLPs: Applications for Counseling, Behavioral Change, and Clinical Supervision,” presented by Willi... Neurogenics/Cognition/Executive Function Veteran Affairs (VA) courses Pearson's EBP Briefs: The Effects of Structured Writing Intervention for Elementary Students With Special Needs: A Systematic Review Julie Masterson, PhD, CCC-SLP, Angella Powell-Webb, MS, CCC-SLP May 6, 2015 IntroductionThe American Speech-Language-Hearing Association (ASHA) 2006 Schools Survey indicated that literacy (reading and writing) was an area in which intervention was provided by 37% of SLPs in t... Language Disorder(s) Literacy/Phonological Awareness School Intervention/Collaboration in Schools Julie Wolter, PhD, CCC-SLP J. Stuttering Kimberly Murza, PhD, CCC-SLP, Chad Nye, PhD
untitled What Inspires You? This is your INSPIRATION BANK. You will create a page in your “Inspiration Journal” for each of these ideas. There are no limits for your Inspiration pages. I want you to open your mind, use your senses and creativity. -Things you have seen that are interesting -Close observations of objects and people, capturing sights, sounds, moods, tastes, etc. -Memories from places you have visited (vacations) (for example- Disney World, New York City, camping in Georgia, mountains) -Writing generated from photographs -Experiences you have had with animals -Experiences you have had with family -Setting ideas and stories revolved around places we “visit” on our region tour and virtual “field trips” -Family stories that you know -Entries about things you deeply care about -Celebrations or victories -Dreams -What fascinates you -Fantasy -Imagine interviewing a person in history -Imaginary field trips -Things you regret, and things you are proud of. -Things that are easy and things that are hard.
Positive Discipline Association - Home Small poppies: Highly gifted children in the early years Gross, M. Roeper Review Vol. 21, No. 3, pp. 207-214 1999 This article by Miraca Gross is a classic on the development and needs of profoundly gifted children in infancy, toddlerhood and the preschool years. It discusses some of the hallmarks of extreme precocity in the very young. Summary: Highly gifted children are frequently placed at risk in the early years of school through misidentification, inappropriate grade-placement and a seriously inadequate curriculum. Let me share with you one of my earliest memories. A man is working in the gardens and I am intrigued by what he is doing. Well, I agreed with my mother. As a teacher and academic working in gifted education, I have become sadly familiar with the cutting down to size of children who develop at a faster pace or attain higher levels of achievement than their age-peers. How did the term originate? Our gifted children - our small poppies - are at risk in our schools, and the group at greatest risk are the highly gifted.