WHAT IS
GIFTEDNESS?
• IQ (Terman, 1925)
• Multiple Intelligence (Gardner, 1993)
• 3-Ring (above-average ability, creativity, and
task commitment) (Renzulli, 1978)
• Integrated Curriculum Model
(concepts/issues/themes, advanced content,
process-product) (Van Tassel-Baska, 1986)
• Five criteria (excellence, rarity, productivity,
demonstrability, and value) (Dai, 2009)
• A condition resulting from responsive biological
and social environment that manifests during the
developmental period of life and describes
significantly above average profile inferred by
current performance and estimates of future
performance and contingent upon the person’s
task commitment in adaptive behavior.
(Dr, Leticia Penano Ho)
• “Giftedness is that precious
endowment of potentially
outstanding abilities which allows a
person to interact with the
environment with remarkably high
levels of achievement and creativity."
• Gifted and talented children are those
identified by professionally qualified persons
who by virtue of outstanding abilities are
capable of high performance. These are
children who require differentiated educational
programs and/or services beyond those
normally provided by the regular school
program in order to realize their contribution
to self and society" (Marland, 1972).
Children capable of high performance
include those:
• general intellectual ability
• specific academic aptitude
• creative or productive thinking
• leadership ability
• visual or performing arts
• psychomotor ability
General intellectual ability or talent
• Laypersons and educators alike usually
define this in terms of a high intelligence
test score--usually two standard
deviations above the mean--on individual
or group measures and and high levels of
vocabulary, memory, abstract word
knowledge, and abstract reasoning.
Specific academic aptitude or talent.
• Students with specific academic
aptitudes are identified by their
outstanding performance on an
achievement or aptitude test in one
area such as mathematics or language
arts.
Creative and productive thinking
• This is the ability to produce new
ideas by bringing together elements
usually thought of as independent or
dissimilar and the aptitude for
developing new meanings that have
social value
Leadership ability
• Leadership can be defined as the ability to direct
individuals or groups to a common decision or
action. Students who demonstrate giftedness in
leadership ability use group skills and negotiate in
difficult situations. Many teachers recognize
leadership through a student's keen interest and
skill in problem solving. Leadership characteristics
include self-confidence, responsibility, cooperation,
a tendency to dominate, and the ability to adapt
readily to new situations.
Visual and performing arts
• Gifted students with talent in the
arts demonstrate special talents in
visual art, music, dance, drama, or
other related studies
Psychomotor ability
• This involves kinesthetic motor
abilities such as practical, spatial,
mechanical, and physical skills. It
is seldom used as a criterion in
gifted programs. (Murland 1972)
•The General
Characteristics of
Giftedness
• These are typical factors
stressed by educational
authorities as being indicative
of giftedness. Obviously, no
child is outstanding in all
characteristics.
• Shows superior reasoning powers and marked
ability to handle ideas; can generalize readily
from specific facts and can see subtle
relationships; has outstanding problem-solving
ability.
• Shows persistent intellectual curiosity; asks
searching questions; shows exceptional
interest in the nature of man and the universe.
• Has a wide range of interests, often of an intellectual kind;
develops one or more interests to considerable depth.
• Is markedly superior in quality and quantity of written
and/or spoken vocabulary; is interested in the subtleties of
words and their uses.
• Reads avidly and absorbs books well beyond his or her
years.
• Learns quickly and easily and retains what is learned;
recalls important details, concepts and principles;
comprehends readily.
• Shows insight into arithmetical problems that require
careful reasoning and grasps mathematical concepts
readily.
• Shows creative ability or imaginative expression in such
things as music, art, dance, drama; shows sensitivity and
finesse in rhythm, movement, and bodily control.
• Sustains concentration for lengthy periods and shows
outstanding responsibility and independence in
classroom work.
• Sets realistically high standards for self; is self-critical in
evaluating and correcting his or her own efforts.
• Shows initiative and originality in intellectual
work; shows flexibility in thinking and considers
problems from a number of viewpoints.
• Observes keenly and is responsive to new ideas.
• Shows social poise and an ability to
communicate with adults in a mature way.
• Gets excitement and pleasure from intellectual
challenge; shows an alert and subtle sense of
humor
LEGISLATIONS
• Sen. Francis Tolentino has
filed Senate Bill 1301 seeking
to institutionalize government
support the gifted and talented
students.
• The bill known as the “HENYONG
KABATAAN PINOY ACT OF 2020” is
based on the 1987 Constitution providing that”
(t)he State shall; establish and maintain a
system of scholarship grants, student loan
programs, subsidies and other incentives
which shall be available to deserving students
in both public and private schools especially to
the underprivileged.”
• Governance support is a key factor in
enabling students to pursue
excellence in the fields of math,
science, humanities, arts and sports,
which would then translate to high
value skills and intellectual capital.
CHALLENGES
• Learning Delivery
• Counseling system
• Curriculum
• Learning resources
• Assessment
LEARNING DELIVERY
The need for
teachers’ reskilling
and upskilling for
improved delivery
of the gifted
program.
COUNSELLING SYSTEM
The need for school-
based counseling center
with professional
personnel
(psychologists), RGCs)
to other gifted youth
and their families the
necessary counseling.
CURRICULUM
The need for a
“Filipino” model of
curriculum for the
gifted.
LEARNING RESOURCES
The need to develop
instructional materials
and learning
environment appropriate
for the gifted.
ASSESSMENT
The need to
develop
appropriate
assessment
tools to identify
gifted students
and to measure
academic
achievement.
•What Causes
Giftedness?
• Biological Factors
• Social/ Environmental
Factors
• Psychologically, giftedness is
believed to be an gift that has a
genetic origin and is at least partly
innate which may not be clear at an
early stage but rather an inclination
that the child may possess the gift.
• Studies have indicated that
individuals with extremely high
mathematical abilities have frontal
lobes of the brain which are more
differentiated compared to average
students.
• Neuropsychological studies claim
that in information processing,
gifted individuals have enhanced
brain activity localized in the
right hemisphere.
According to Betts
and Neihart there
are 6 Types of
Giftedness:
Type 1: The Successful and Most Easily
Identifiable
- May account for up to about 90% of the identified gifted
students in schools.
- Learn and adapt well with the system
- Are well adjusted to society
- Generally have a high self-concept.
- Are obedient, display appropriate behavior, and are high
achievers, therefore, loved by parents and teachers.
However; they can also get bored at school; learn the system
fast enough so as to use the minimum effort to get by are
also dependent on the system,
thus less creative and imaginative, and lack autonomy.
Type 2: The Divergently Different/
Challenging Gifted
• the ones who possess high levels of creativity
do not conform to the system
• often have conflicts with teachers and parents
get frustrated, as the school system does not
recognize their abilities
• may be seen as disruptive in the classroom
• at risk of dropping out of schools for unhealthy
activities, like getting involved in drugs or
exhibiting delinquent behavior
Type 3: The Underground
• Refers to gifted students who deny their talents or
hide their giftedness in order to feel more included
with a non-gifted peer group.
• They are generally females, who are frequently
insecure and anxious as their belonging needs rise
dramatically at that stage.
• Their changing needs often conflicts with the
expectations of parents and teachers.
• These types appear to benefit from being accepted
as they are at the time
Type 4: The Dropouts
• angry and frustrated students whose needs
have not been recognized for many years and
they feel rejected in the system
• express themselves by being depressed or
withdrawn and responding defensively
• are identified very late; therefore, they are
bitter and resentful due to feelings of neglect
• have very low self-esteem
• counseling is highly recommended
Type 5: The Double Labeled
• Gifted students who are physically or emotionally
handicapped in some way, or have a learning disability
• Are not easily identifiable; do not show behaviors of
giftedness that can be identified in schools.
• show signs of stress, frustration, rejection,
helplessness, or isolation
• are also often impatient and critical with a low self-
esteem are easily ignored as they are seen as average.
School systems seem to focus more on their weaknesses,
and therefore fail to nurture their strengths
Type 6: The Autonomous Learner
• learners who have learnt to work effectively in the school
system
• they do not work for the system, but rather make the system
work for them
• are very successful and are liked by parents, teachers and peers
• have a high self-concept with some leadership capacity within
their surroundings
• accept themselves and are risk takers, which goes well with
their independent and self-directed nature
• able to express their feelings, goals, and needs freely and
appropriately
