The first session of this five-part lecture series was led by Lynda Garrett and Dr Catherine Rawlinson from Auckland University School of Teaching. The header for this session was as follows: What is giftedness? How do I know I have a gifted child? Is there a difference between giftedness and talent?
- A historical perspective was presented during this session which included information about how thinking has changed over time in relation to the term ‘gifted and talented’. A very useful overview was presented: McCann & Henderson (2000)
- Some influential perspectives of gifted and talented in the NZ context were presented
- Information relating to identification processes was given in a broad context
- Links between how we define giftedness and talent and potentially gifted behaviours were discussed.
It’s interesting to think about and write one’s own definition of a gifted and talented child prior to listening to ideas presented in research, as of course that’s what research gives, someone else’s viewpoint. The term is generally regarded as being ambiguous and inconsistent and the terms are often interchanged. Davis,G.A. & Rimm S.B. (2004) At Edendale we refer to students as ‘developing talents’, working towards using gifts rather than ‘gifted’ thus the name of our classes ‘Developing Talents’
There was discussion around the historical view of giftedness relating predominantly to having a high IQ (test score), and it being very elitist and also innate. Today there is a much wider appreciation and acknowledgement of abilities with potential being recognised as well as performance. Environmental factors, cultural contexts and intrapersonal factors are recognised as being significant. Multiple methods of identification are considered necessary.
‘The gifted and talented are a diverse group reflecting a wide range of special abilities. There is no such thing as the gifted child’ Mc Alpine D. (2004) What do we mean by Gifted and Talented?
Theories that were discussed were:
Renzulli’s 3 ring conception of giftedness, a very popular model upon which Edendale identification processes are based as well as other factors being considered
Gagne’s differentiated model of giftedness and talent
Gardner’s Multiple Intelligences
There was some discussion about what’s happening in NZ schools; however this was in very broad terms with examples given of school statements about gifted and talented rather than discussion about programmes that schools provide, which I would have found much more interesting. A hand-out sheet listing Characteristics / Observable Behaviours / Other Behavioural Indicators was given; please email me if you’d like a copy of either this or the list of reference reading.
More next week, when the focus will be: How important is cultural identity for the demonstration of gifts and talents for Maori learners?
