GIFTEDNESS AND TALENTS
The definition of giftedness is based on cognition, reasoning, and the score a person receives on a test of intelligence to a multidimensional view of intelligence, aptitudes, abilities and talent development. Marlands, 1972, defined gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These children may have the potential ability in any of the following areas such as –general intellectual aptitude, -specific academic aptitude, -creative or productive thinking, -leadership ability, and –visual and performing arts.
It is also believed that giftedness is multidimentional in the areas of: -high academic aptitude or intelligence –above-average intelligence –high creativity, and – substantial task commitment.
Gardner (1983) had given seven dimensions of intelligence and persons with gifted and talented may have any one or more of the following intellectual capacities:
Gardner’s Seven Intelligence
Verbal-linguistic:- the ability to use language in a number of ways. The components of ability are syntax, semantics, pragmatics, written and oral language when an adult age of the individual may be novelist, lecturer, lawyer, lyricist.
Logical-mathematics:- the ability to reason and recognize patters. The components of the ability are deductive reasoning, inductive reasoning and computation. The adult role will be a mathematician or a physicist.
Visual-spatial:- the ability to see the world and re-create it. The component is ability to represent and manipulate spatial configurations, interrelationship or parts. The adult role may be architect, engineer, mechanic, navigator, or chess player.
Body-kinesthetic:- the ability to use the body and hand skillfully. It is ability to use all or part of one’s body Dancer, athlete, mimeor surgeon.
Musical-rhythmic:- the ability to perceive the world through its rhythm. Pitch discrimination, ability to hear themes in music, sensitivity to rhythm, texture, and timbre and production of music through performance or composition. When an adult they may be musician, a composer or a singer.
Interpersonal:- the ability to notice and respond to other people’s needs ability to understand and act productively on others’ actions and motivations. They may be a teacher, a therapist, a politician, or a salesperson as an adult.
Intrapersonal:- the ability to understand one’s own feelings. Understanding of self.
Causes: Factors that enhance or Inhibit Giftedness
Environmental and heredity, cultural values and expectations, socioeconomic level, birth position (eg. First born), and number of children in the family.
Environmental factors such as children not challenged in school do not develop their potential, boredom, war, prenatal malnutrition, isolation, neglect, abuse, insufficient infant stimulation, and poor medical treatment can adversely affect diminish of giftedness.
Identification and Assessment:
Standardized tests to level the IQ
Students products or work samples
Creativity, Artistic ability, Leadership skills
Educational Intervention
Learning modes of Gifted Learners
Selective strengths ad learning models:
-Verbal fluency, stylistic, charismatic use of language
-Expressive movement, advanced kinesthetic ability
-Advanced aesthetic sensibilities advanced creative abilities
-Utilize problem-based learning
-Preference for person-to-person interactions
-Sensitivity for the interconnectedness of humankind with nature
Responsive Teaching-Learning Methodologies:
-Emphasize creative writing, poetry, public speaking, oral discussion, debating, drama, and literature.
-Emphasize hands-on learning strategies and allow flexible classroom organization.
-Integration f arts with core instruction.
-Opportunities for experimentation with ideas, and seeking solutions to real problems.
-Emphasize development of social interaction and leadership skills, attention to world affairs, and current issues.
-Focus on science, ecology, outdoor field experience, anthropology, and social sciences.
The definition of giftedness is based on cognition, reasoning, and the score a person receives on a test of intelligence to a multidimensional view of intelligence, aptitudes, abilities and talent development. Marlands, 1972, defined gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These children may have the potential ability in any of the following areas such as –general intellectual aptitude, -specific academic aptitude, -creative or productive thinking, -leadership ability, and –visual and performing arts.
It is also believed that giftedness is multidimentional in the areas of: -high academic aptitude or intelligence –above-average intelligence –high creativity, and – substantial task commitment.
Gardner (1983) had given seven dimensions of intelligence and persons with gifted and talented may have any one or more of the following intellectual capacities:
Gardner’s Seven Intelligence
Verbal-linguistic:- the ability to use language in a number of ways. The components of ability are syntax, semantics, pragmatics, written and oral language when an adult age of the individual may be novelist, lecturer, lawyer, lyricist.
Logical-mathematics:- the ability to reason and recognize patters. The components of the ability are deductive reasoning, inductive reasoning and computation. The adult role will be a mathematician or a physicist.
Visual-spatial:- the ability to see the world and re-create it. The component is ability to represent and manipulate spatial configurations, interrelationship or parts. The adult role may be architect, engineer, mechanic, navigator, or chess player.
Body-kinesthetic:- the ability to use the body and hand skillfully. It is ability to use all or part of one’s body Dancer, athlete, mimeor surgeon.
Musical-rhythmic:- the ability to perceive the world through its rhythm. Pitch discrimination, ability to hear themes in music, sensitivity to rhythm, texture, and timbre and production of music through performance or composition. When an adult they may be musician, a composer or a singer.
Interpersonal:- the ability to notice and respond to other people’s needs ability to understand and act productively on others’ actions and motivations. They may be a teacher, a therapist, a politician, or a salesperson as an adult.
Intrapersonal:- the ability to understand one’s own feelings. Understanding of self.
Causes: Factors that enhance or Inhibit Giftedness
Environmental and heredity, cultural values and expectations, socioeconomic level, birth position (eg. First born), and number of children in the family.
Environmental factors such as children not challenged in school do not develop their potential, boredom, war, prenatal malnutrition, isolation, neglect, abuse, insufficient infant stimulation, and poor medical treatment can adversely affect diminish of giftedness.
Identification and Assessment:
Standardized tests to level the IQ
Students products or work samples
Creativity, Artistic ability, Leadership skills
Educational Intervention
Learning modes of Gifted Learners
Selective strengths ad learning models:
-Verbal fluency, stylistic, charismatic use of language
-Expressive movement, advanced kinesthetic ability
-Advanced aesthetic sensibilities advanced creative abilities
-Utilize problem-based learning
-Preference for person-to-person interactions
-Sensitivity for the interconnectedness of humankind with nature
Responsive Teaching-Learning Methodologies:
-Emphasize creative writing, poetry, public speaking, oral discussion, debating, drama, and literature.
-Emphasize hands-on learning strategies and allow flexible classroom organization.
-Integration f arts with core instruction.
-Opportunities for experimentation with ideas, and seeking solutions to real problems.
-Emphasize development of social interaction and leadership skills, attention to world affairs, and current issues.
-Focus on science, ecology, outdoor field experience, anthropology, and social sciences.
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