The Development of Gifted The Development of Gifted Education in HK Education in HK

March 2010March 2010

Mr Abraham TangMr Abraham TangAssociate Director, Student Associate Director, Student Programmes and ServicesProgrammes and Services鄧景康鄧景康總監總監 (( 學生服務學生服務 ))

Rundown of this PresentationRundown of this Presentation

The Background and Development of HKAGE

About the HKAGE

Gifted Education in Hong Kong

Milestones of GE in Hong KongMilestones of GE in Hong Kong

1990 The Education Commission Report No.4 initiated the development and implementation of GE in Hong Kong1994 Launch of 3-year ‘Pilot School-based Programme for Academically Gifted Children on programme planning, curriculum development, student selection and teacher training1995 Fung Hon Chu Gifted Education Centre was established as a resource centre for promoting and supporting gifted students, parents and teachers 1996 Education Report recommendation that gifted education should be included in the core curriculum of initial teacher education, in refresher courses and in long term development programmes for teachers2000 Current gifted education policy - three-tier framework- in Hong Kong was formulated2003 Gifted Education Section of Education & Manpower Bureau (now EDB) was formally established to implement the gifted education policy2006 HKSAR Government first moots establishment of the Hong Kong Academy for Gifted Education2008 Executive Director of HKAGE takes up post

Education Commission Report No.4Education Commission Report No.4香港教統會第四號報告書香港教統會第四號報告書

a high level of measured intelligence specific academic aptitude in a subject area creative thinking superior talent in visual and performing arts natural leadership of peers psychomotor ability – outstanding performance or

ingenuity in athletics, mechanical skills or other areas requiring gross or fine motor coordination

Strategy paper in 2000Strategy paper in 2000the 3-tier service delivery modethe 3-tier service delivery mode

Three-tier Implementation Model and Target Students

Student Category Mode

Level Three: Off-site support

Level Two: School-based pullout programmes

Level One: School-based whole-class approach

Curriculum Content Specialized Specialized (Subject/Domain)(Subject/Domain)

GeneralGeneral

EnrichmentEnrichment

All students

Students with special talents/outstanding academic results

Students with outstanding performance

in specific domains

Students with outstanding performance

in academic subjects

Exceptionally gifted students

So what is intelligence?So what is intelligence?

The ability to perform tasks more quickly, The ability to reason well and solve

problems more readily, The ability to handle complexity, and The ability to adapt to new environmental

demands and to shape environments.

Conceptions of GiftednessConceptions of Giftedness

Witty: A child is gifted whose performance in a potentially valuable line of human activity is consistently remarkable (1958)

Passow: Talent is the capacity for superior achievement in any socially valuable area of human endeavor, but limiting the areas to such academic fields as languages, social sciences, natural sciences, and mathematics and such artistic fields as music, graph and plastic arts, performing arts, mechanic arts, and the field of human relations (1965).

Conceptions of GiftednessConceptions of Giftedness

Renzulli: Composite set of factors treated equally (creativity, motivation, and above average intelligence ) (1978)

Gardner: Extraordinary ability/performance in seven different intelligence areas, including verbal, logical mathematical, spatial visual, musical, kinesthetic, intrapersonal, and interpersonal (1983)

Multiple IntelligencesMultiple IntelligencesGardner, 1983

Spatial

Linguistic

Bodily-Kinesthetic

Interpersonal

Intrapersonal

Musical

Logical-Mathematical

11

Definitions of Giftedness

Renzulli’s Three-Ring Model

Above average abilities: general abilities (like processing information, integrating experiences, and abstract thinking) and specific abilities (like the capacity to acquire knowledge, perform in an activity).  

Creativity: the fluency, flexibility, and originality of thought, an openness to experience, sensitivity to stimulations, and a willingness to take risks.Task commitment: motivation turned into action. Without task commitment high achievement is simply not possible. 

Only if characteristics from all three rings work together can high achievement or gifted behaviour be witnessed.

François Gagné DMGT Model

Gifts & talents Domains of giftedness Fields of talents Catalysts

Giftedness corresponds to competence which is distinctly above average in one or more domains of human aptitudes

Giftedness: Contemporary UnderstandingGiftedness: Contemporary Understanding

David Perkins synthesizes much of the research and theories of intelligence David Perkins synthesizes much of the research and theories of intelligence and groups them into three strands:and groups them into three strands:

Neural intelligence Neural intelligence is rooted in a biological system and determined by neural is rooted in a biological system and determined by neural efficiency—the brain’s physical processes. This is the most traditional view efficiency—the brain’s physical processes. This is the most traditional view of intelligence.of intelligence.

Experiential intelligence Experiential intelligence involves “know-how” or knowledge of typical involves “know-how” or knowledge of typical patterns or situations. As a result, intelligence is a matter of experience with patterns or situations. As a result, intelligence is a matter of experience with thinking in particular contexts.thinking in particular contexts.

Reflective intelligence Reflective intelligence is based on knowledge of thinking strategies—is based on knowledge of thinking strategies—knowing how to think, how to monitor one’s thinking, and how to persist. knowing how to think, how to monitor one’s thinking, and how to persist.

Perkins suggests that instead of choosing one, all three strands contribute to Perkins suggests that instead of choosing one, all three strands contribute to intelligent behaviorintelligent behaviorPerkins 1995 “Outsmarting IQ: The Emerging Science of Learnable Intelligence”Perkins 1995 “Outsmarting IQ: The Emerging Science of Learnable Intelligence”

High IQ score Intelligence is multifaceted

Diagnosis and treat approach

Education-provision Approach:Verifying that services are appropriate, challenging and developmental

Identifying and labeling students as ‘gifted’

Recognizing the needs for differentiating our responses

Screening and referral

Searching for strengths and talents in many ways

A shift from… to…

All Learners are not the Same!All Learners are not the Same!

““We are not all the same; we do not We are not all the same; we do not all have the same kinds of minds; all have the same kinds of minds; education works most effectively for education works most effectively for most individuals if these most individuals if these differences….are taken into account differences….are taken into account rather than denied or ignored”rather than denied or ignored”

Gardner 1995 “Reflections on Multiple Intelligences”Gardner 1995 “Reflections on Multiple Intelligences”

Giftedness: A Changing ConceptGiftedness: A Changing Concept

IN THE PASTIN THE PAST giftedness concerned primarily with high IQ giftedness concerned primarily with high IQ assumed that gifted students were born with high intelligence – assumed that gifted students were born with high intelligence –

genetic traitgenetic trait students identifiable by high grades and test scores; capable of students identifiable by high grades and test scores; capable of

excelling in all areas of school and of lifeexcelling in all areas of school and of life Unchangeable over timeUnchangeable over time

TODAYTODAY There are different ways if being gifted (Gardner, Renzulli, Sternberg)There are different ways if being gifted (Gardner, Renzulli, Sternberg) Learning predispositionsLearning predispositions Conventional IQ tests only measure logical-mathematical & linguistic Conventional IQ tests only measure logical-mathematical & linguistic

intelligenceintelligence Many IQ tests have a “ceiling effect”Many IQ tests have a “ceiling effect”

Myths about Gifted StudentsMyths about Gifted Students

Gifted children are smart, so they can get by on their ownGifted children are smart, so they can get by on their own

When students are not presented with learning experiences that are When students are not presented with learning experiences that are appropriate for their abilities, they lose motivation and sometimes appropriate for their abilities, they lose motivation and sometimes even their interest in learning and school. Brain research suggests even their interest in learning and school. Brain research suggests that the brain will not maintain its level of development if students that the brain will not maintain its level of development if students are not challenged are not challenged

Gifted students excel in all school subjectsGifted students excel in all school subjects

While there are students who are high achievers in all areas, many While there are students who are high achievers in all areas, many others have subject-specific strengths. Gifted students may struggle others have subject-specific strengths. Gifted students may struggle in some subjects or activities, while they soar in others. Some gifted in some subjects or activities, while they soar in others. Some gifted students even have learning disabilities – twice exceptionality students even have learning disabilities – twice exceptionality

Myths about Gifted StudentsMyths about Gifted Students

Gifted students are a homogeneous groupGifted students are a homogeneous group

Just like any other group, gifted students have different interests, Just like any other group, gifted students have different interests, areas of strength, ability levels, and temperaments. There is not a areas of strength, ability levels, and temperaments. There is not a definitive list of gifted characteristics, nor will all students’ needs be definitive list of gifted characteristics, nor will all students’ needs be met with the same strategies. Providing differentiated instruction is a met with the same strategies. Providing differentiated instruction is a necessity, even in advanced classes necessity, even in advanced classes

All children are giftedAll children are gifted

This is a well-intentioned belief, and it is true that all children can This is a well-intentioned belief, and it is true that all children can learn and all children have areas of strength. Nevertheless, it is a learn and all children have areas of strength. Nevertheless, it is a fact that some students learn more quickly and are capable of a fact that some students learn more quickly and are capable of a higher level of work than their age. Gifted students need different higher level of work than their age. Gifted students need different content and instruction in order to meet their needs content and instruction in order to meet their needs

Learning Characteristics of Gifted Students

Superior learning process Motivation to learn and learning style Learning outcomes Relations with peers Self-perception and affective aspects Uneven rates of development

Thank you for listeningThank you for listening

www.hkage.org.hk