Modivational Strategies for Girfted Children
Gifted and Talented Students in the Regular Classroom
Mary Murphy
12-02-13
TE 6253
Dr. Dianne Lawler
Gifted and Talented Students in the Regular Classroom What is a gifted and talented student? This title has been around for several generations, and is often times met with multiple assumptions. According to Mulhern, gifted students are those that have an IQ of 125 or higher and very gifted students will score 150 or above on an IQ test, (1978). These scores will vary somewhat depending on which test they are given. According to Sternburg and Davidson, at the present time there isn’t a standard definition of giftedness that is universally accepted in gifted education, (as cited in Bruce-Davis & Chancey). Gifted and talented students are described as comprising curiosity, attention and superior memory (Lewis and Michalson as cited in Glass, 2004). . Mann describes quick learning, multitasking, and being self-directed as characteristics of gifted and talented students, (2003). Many of these students will begin showing their potential at a young age. Having a large vocabulary and using complex sentence structure by the age of two or three is common (Glass, 2004). Knowing merely what defines a gifted student is not enough. Teachers, administrators, parents, and students have to work together to discover what is needed to maximize the potential of gifted and talented students. According to Hoekman, McCormick and Gross, a person with great skills, but few opportunities for applying them will ultimately become bored and possibly anxious (as cited in Glass, 2004).
Challenges of Differentiated Instruction When considering gifted and talented students in the regular classroom, multiple challenges arise. Teachers are bombarded with an ever growing list of to do’s. With the development of differentiated instruction, it has become harder to finish that list. Teachers are having to make multiple lesson
Mary Murphy
12-02-13
TE 6253
Dr. Dianne Lawler
Gifted and Talented Students in the Regular Classroom What is a gifted and talented student? This title has been around for several generations, and is often times met with multiple assumptions. According to Mulhern, gifted students are those that have an IQ of 125 or higher and very gifted students will score 150 or above on an IQ test, (1978). These scores will vary somewhat depending on which test they are given. According to Sternburg and Davidson, at the present time there isn’t a standard definition of giftedness that is universally accepted in gifted education, (as cited in Bruce-Davis & Chancey). Gifted and talented students are described as comprising curiosity, attention and superior memory (Lewis and Michalson as cited in Glass, 2004). . Mann describes quick learning, multitasking, and being self-directed as characteristics of gifted and talented students, (2003). Many of these students will begin showing their potential at a young age. Having a large vocabulary and using complex sentence structure by the age of two or three is common (Glass, 2004). Knowing merely what defines a gifted student is not enough. Teachers, administrators, parents, and students have to work together to discover what is needed to maximize the potential of gifted and talented students. According to Hoekman, McCormick and Gross, a person with great skills, but few opportunities for applying them will ultimately become bored and possibly anxious (as cited in Glass, 2004).
Challenges of Differentiated Instruction When considering gifted and talented students in the regular classroom, multiple challenges arise. Teachers are bombarded with an ever growing list of to do’s. With the development of differentiated instruction, it has become harder to finish that list. Teachers are having to make multiple lesson
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