Goal 1 Module 1

MODULE 1.1

RATIONALE FOR GIFTED IDENTIFICATION

 

Objectives

  1. Understand the broad rationalization of the why and the who of gifted identification and services.
  2. Know their school's/state's relevant policies for gifted education.

 

Learning Tasks

  1. Watch Goal 1 Module 1 Part I Video
  2. Watch Goal 1 Module 1 Part II Video
  3. Complete Goal 1 Module 1 Application Activity (recommended)
  4. Read Goal 1 Module 1 Additional Resources (recommended)

GOAL 1 MODULE 1 PART I

Watch the following video over the Rationale for Gifted Identification (Part I).

 

 

 

GOAL 1 MODULE 1 PART II

 

Goal 1 Module 1 Application Activity

Find your state/district policy on gifted education. If neither exists, visit the NAGC state definitions page and review.

In a few sentences, summarize your district's definition of giftedness.

  1. Who is the district trying to find? Why is it identifying them?
  2. In a few sentences, summarize what does "success" look like according to this definition?

Reflect on how well your school's ID system locates students who might be under-challenged.

  1. Does it find them all?
  2. Does it only find those students who are under-challenged or does it also find other students as well?
  3. What changes would be needed to make it more accurate?

 

Goal 1 Module 1 Additional Resources

Dixson, D. D., Peters, S. J., Makel, M. C., Jolly, J. L., Matthews, M. S., Miller, E. M., Rambo-Hernandez, K. E., Rinn, A. N., Robins, J. H., & Wilson, H. E. (2020). A call to reframe gifted education as maximizing learning. Phi Delta Kappan, 102(4), 22-25. https://kappanonline.org/call-reframe-gifted-education-maximizing-learning-dixson-peters-makel/

Engel, M., Claessens, A., & Finch, M. A. (2013). Teaching students what they already know? The (mis)alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation and Policy Analysis, 35(2), 157–178. https://www.jstor.org/stable/43773426

Peters, S. J., Matthews, M. T., Rambo-Hernandez, K., Makel, M. C., & Plucker, J. A. (2017). Should millions of students take a gap year? Large numbers of students start the school year above grade level. Gifted Child Quarterly, 61(3), 229-238. https://doi.org/10.1177/0016986217701834

National Association for Gifted Children (n.d.). Why are gifted programs needed? https://nagc.org/page/why-are-gifted-programs-needed

Fordham Institute (2017, September). Bright vs. gifted: An unnecessary distinction. https://fordhaminstitute.org/ohio/commentary/bright-vs-gifted-unnecessary-distinction

 

NEXT STEPS

After completing this module, you'll proceed to Goal 1 Module 2: Common Identification Practices: Strengths & Weaknesses.

 

 

 

This work was supported by a grant from the U.S. Department of Education (award number S206A200007 – 21) as part of the Jacob K. Javits Gifted and Talented Students Education Program. The contributors to this site include Kiana Johnson, Lindsay Lee, Matt Makel, Matthew McBee, Betsy McCoach, Scott Peters, & Tamra Stambaugh.