Gifted Teachers-Help!

[lenglish07]

Hello! I am currently working on my Education Specialist degree. Within this program I am working on getting my Gifted Endorsement. I have to ask gifted teachers some questions. If anyone could answer this question for me I would greatly appreciate it! Thank you in advance!

If you decide to answer please just state what age levels you teach and where.

Please explain to me how you use any or all of the following models:

1. Benbow-SMPY Model
2. Betts-Autonomous Learner Model
3. Feldhusen-Purdue Three Stage Enrichment Model
4. Guilford/Meedker Structure of the Intellect Model
5. Schlichter: Talents Unlimited
6. Taylow: Multiple Talent Totem Pole Model
7. Treffinger: Individualized Program Model
8. Williams: Cognitive/Affective Model
9. Other models.

[Trampoline]

Hello! I am currently working on my Education Specialist degree. Within this program I am working on getting my Gifted Endorsement. I have to ask gifted teachers some questions. If anyone could answer this question for me I would greatly appreciate it! Thank you in advance!

If you decide to answer please just state what age levels you teach and where.

Please explain to me how you use any or all of the following models:

1. Benbow-SMPY Model
2. Betts-Autonomous Learner Model
3. Feldhusen-Purdue Three Stage Enrichment Model
4. Guilford/Meedker Structure of the Intellect Model
5. Schlichter: Talents Unlimited
6. Taylow: Multiple Talent Totem Pole Model
7. Treffinger: Individualized Program Model
8. Williams: Cognitive/Affective Model
9. Other models.
:itsok:

Bless your heart, sweetheart, and you bless mine, okay?

I don't know if it's better to learn all of these models, and then to have so much blood, sweat and tears trying to implement them......or to have taught G/T for years, without ever having heard of these models.

I'm interested in the Cognitive/Affective Model, because it sounds like something we have learned. What is it about?

Take care, lenglish07, and hang in there. We need good teachers like you to take over for old teachers like me....3 years to retirement...yayyy!!!

[lenglish07]

Thank you for replying!

I wish I knew what some of these things were! I am actually having a hard time finding information about the Cognitive/Affective Model. I had a long interview with a gifted teacher in my area and she didn't know what these models were either. And my Aunt who is getting her gifted endorsement as well asked someone at her school about the models and she didn't seem to know. Sigh.

As soon as I find out the information I will post here again! :)

I hope the rest of your 3 years go well!! :)

Thanks!

[lenglish07]

Hello!! I tried the models to with no success so I thought Id ask help on answering some questions... I am working on getting my gifted endorsement this summer and have to have some questions answered by fellow teachers. You do not have to be a gifted teacher to answer these questions. Anyone willing to answer these will be greatly appreciated. I would love to have you answer all of them, but if you just want to answer one or two of them then that is cool too! If you do decide to answer just let me know what grade you teach and the state. Thanks in advance!

1. How do you recognize and identify the outstanding talents and potentials in students?

2. How do you recognize and identify children and youth having high potential in multiple areas?

3. How do you define gifted and talented?

4. What characteristics do you associate with gifted and talented children and youth?

5. How do you compare historical and contemporary identification of gifted and talented from the perspectives of both theory and research?

6. What do you think are the best ways to develop outstanding talents and potentials in students?

7. How do you select challenging instructional strategies and materials for your students?

8. How do you choose to implement appropriately challenging instructional strategies, materials, and technologies to meet the unique learning needs of your gifted students?

9. How do you identify teaching models best noted for meeting the unique educational needs of bright learners? What strategies do you incorporate for differentiating content, process, product, and learning environment?

10. How do you use major programs and prototypes developed to provide differentiated instruction for gifted students?

11. How do you synthesize the major learning realms (thinking skills, communication skills, and research skills) to optimize development of gifted students across the various curriculum realms?

12. How do you plan, implement, and evaluate the teaching of gifted students?

13. What multiple strategies do you use for assessing gifted student learning and program effectiveness?

14. How do you provide qualitatively differentiated curriculum for the gifted/talented/creative learner?

15. How do you synchronize the curriculum of gifted education with the general education curriculum?

16. Respond to this quote from Felix E. Schelling, "Pedagogically Speaking", 1929. Do you believe that we have made great strides in the education of the gifted? Why or Why not?: "True education makes for inequality; the inequality of individuality, the inequality of success; the glorious inequality of talent, of genius; for inequality, not mediocrity, individual superiority, not standardization is the measure of the progress of the world."

17. Note the impact you feel that the following concepts have on giftedness: Perfectionist, underachievement, stress, gender related issues, motivation, visual/spatial learners, gifted with ADD/ADHD, profoundly gifted, gifted students with learning disabilities, gifted students with Asperser's syndrome, gifted students who are culturally and ethnically diverse, linguistically different, and economically challenged, High Intellectual-Low Creativity, Low-Intellectual-High Creativity

[Trampoline]

lenglish07, I can respond to #3: If you draw a three-way Venn diagram, and write in one circle, "Creativity [in the designated field...if the student is identified Gifted and Talented in Language Arts, the teacher would have to see evidence of creativity in Language Arts]." In another circle, write Above-Average Ability [in the designated field.] In the last circle, write Task Commitment (in other words, the student is persistent enough to actually produce a product in the designated field...whatever product the teacher assigns.)

Where the three circles intersect, write Giftedness. I've taught G/T kids in 6th grade Language Arts and Reading for 13 years, and this definition beats any I've ever seen.

Good luck, sweetie!

[lenglish07]

Thanks!! I meant to reply when I first read this but forgot! :) I appreciate you answering the one question. I just handed in my assignments so I am keeping my fingers crossed that I passed and will be getting my gifted endorsement! :)