Working with a gifted student can be both a joy and a frustration. giftedness is a measure of innate ability, not performance hence this is a paradox. This is because motivated student who works hard, gets straight “A”s, and behaves well in class may not be gifted and student who doesn’t perform well, is disruptive, and clowns around in class may well be gifted. This is often frustration for the teachers.
A gifted student is one who asks many questions ans is very curious, is in possession of large amounts of information and a good memery, however, they easily miss the path and often impatient if not recognized in class, the ability to learn new things is big, finishes class work easily, displays unusual academic achievement, but can also become disruptive in class, is easily bored, shows strong resistance to repetitive activities and memorization, completes work quickly but sloppy.
The student is interested in many things and is involved in a variety of activities, enjoys challenges, but the student may show disinterest in areas they do not like, they may also leave the projects unfinished because they take too much and become overwhelmed. The gifted student thinks independently and experesses unique opinions and this may cause them to challenge authority and be poor team player.
The student may not also take criticism well and has a strong sense of justice. Uses high level thinking skills and makes connections thatother students may not make by analysis, synthesis and evaluation. However, the student may forget to do his/her assignments and maybe absent-minded regarding practical deatails. Emerick observes that Underachievement among the gifted has been a focus of research for over 35 years.
With few exceptions, studies of interventions for gifted underachievers have demonstrated only limited success. However, the present education system suffers massive inadequaces in the development of gifted students. Firstly, identiofy a gifted student is not easy. The term itself fifted is ambiqous because a student may not perform well in class which often is the case inb intellectual giftedness but may show exemplorary skills and gifts in other areas. (Callahan 2005)
The identification of gifted and talented students from those populations that are underrepresented in programs for the gifted (minorities, children from low socioeconomic status environments, students with limited English speaking ability) is a problem that needs to be examined as the complex issue that it is rather than as a problem that can be solved with a single, silver-bullet answer. the use of 1-shot paper-and-pencil assessments, the inherent biases in policies and procedures, and the lack of coordination of curriculum with identification and placement procedures.
Thse are some of the issues that need to be examined. According to the National Academy of Sciences ( Donovan and Cross,2002), althoughhere has been an increase in the representation of American Indian and Native Alaskan, Black, and Hispanic students identified as gifted, the underrepresentation of these groups continues to plague our educational system. The report points out that, although there is considerable variation among states, Black and Hispanic students are less than half as likely to be in gifted programs as White students, and American Indian and Native Alaskans fall between Blacks and Whites
The education plan for these students need to take i8nbto account the various giftings and areas of interest. The cirriculum should incoproate the development of that talent and streamline it for productivity. The following should be incoprrated in the plan. Expand Conceptions of Intelligence and Giftedness, Provide Exemplars of Gifted Performance and Use the Identification Process To Enhance Understanding, Because teachers are often gatekeepers (Archambault et al.
, 1993; Donovan & Cross, 2002) and, thus, have the potential to become advocates for gifted students in the nomination, screening, and identification of gifted students from underserved populations, it is important they are provided with examples of how the various talents, both the traditional verbal–linguistic and analytic intelligence as well as the less known alternative talents, may manifest themselves in performance outside of the typical indicators as manifest in reading and writing in formal English.
A carefully constructed program of talent development based on student interest, highly relevant and motivating tasks, and the use of high-level and sophisticated thinking skills should be instituted in the primary grades. Renzulli, Gentry, and Reis (2003) have proposed one model of engaging all children in an enrichment curriculum that fits these criteria (Enrichment Clusters). The activities in these core units are built around the real world and relevant to the lives of the children. The gifts of students are as diverse as the background of the students themselves.
The cirriculm should be developed inbsuch was that the areas of exposing thse gifts and grow them. At the same time, the job market should be created insuch way that it abosrn\bs these talents into specific areas of production. References Carolyn M. Callahan (2005) Identifying gifted students from underrepresented populations: Theory Into Practice, retrived from http://findarticles. com/p/articles/mi_m0NQM/is_2_44/ai_n13783926/ on July,2010. Renzulli, J. S. , Gentry, M. , & Reis, S. M. (2003). Enrichment clusters: A practical plan for real-world, student-driven learning.
Mansfield Center, CT: Creative Learning Press. National Association for Gifted Children. (2004, June 24). Using tests to identify gifted students. Retrieved June 24, 2004 from http://www. nagc. org/Policy/testsgifted. htm. Donovan, M. S. , & Cross, C. T. (Eds. ). (2002). Minority students in special and gifted education. Washington, DC: National Academy Press. Renzulli, J. S. , Gentry, M. , & Reis, S. M. (2003). Enrichment clusters: A practical plan for real-world, student-driven learning. Mansfield Center, CT: Creative Learning Press.