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STUDENTS WHO ARE GIFTED AND TALENTED

MODULE
7M

OVERVIEW

To the Course Professors and Students:

As discussed in Chapter 6, intelligence quotient scores seem to be tributed throughout the population according to the
normal curve or bell curve. Approximately 34.13% of a given population fall one standard deviation above the mean
and another 34.13% fall one standard deviation below the mean. The 68.26% of the given population are expected to
have average mental ability. Mean, while, there are students who fall two or more standard deviations above the mean
who compose 16% of a given population. These students are described as above average, bright, superior and high
achievers. They belong to the group who are endowed with intellectual giftedness. It is not unusual for them to graduate
with honors, at the top of their classes, and receive awards for excellent academic performance. Meanwhile, there are
students who may not be as intellectually endowed but who, nevertheless, manifest their talent in many ways.
This chapter covers the central concepts on giftedness and talent, the theories and definitions of human intelligence
with an expanded presentation on the multiple intelligence’s theory by Howard Gardner. The groundwork for a lifetime
of intelligence traces the essential concepts on the development of the brain, the "seat" of man's intellectual capacity.
The emerging paradigms and various definitions of giftedness and talent, the characteristics of gifted and talented
persons, assessment procedures and instructional systems are presented as well.

LEARNING OUTCOMES
At the end of the chapter, the students should be able to:
1. enumerate and describe the theories and definitions of intelligence;
2. enumerate and discuss the multiple intelligences of a person;
3. discuss the concepts on brain development before and after birth;
4. enumerate the ways and means by which intellectual development may
5. compare and contrast the various definitions of giftedness and talent;
6. enumerate and discuss the characteristics of gifted and talented children; and
7. describe the assessment procedures, curricular program and instructional systems for gifted and talented
students.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

ACTIVITY: Direction. Can you recall one or two of your classmates in elementary or high school who had
learning difficulties? In a box write a disability and, in a circle, write the names and put the arrow.

Write the disability Person with disability

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ANALYSIS
Based on the activity above. What were their learning characteristics? Their behavior characteristics?
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How did the teachers react to the student’s poor performance in class? Were they given special instruction?
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ABSTRACTION

Thirty Years of Enhancing Giftedness and Talent

Among Filipino Children and Youth
Dr. Aurora H. Roldan, president of the Talented and Gifted Philippines Foundation Inc. (TGP) and a pillar in the
education of gifted Filipino children and youth recalled the first step of faith in the Filipino gifted that she took in
December 1973 (Sunday Inquirer Magazine, February 2(), 1994). She hosted the Children's Festival of Words, a
creative writing workshop for verbally gifted youngsters. She wrote that such a move seemed ordinary then when the
word "gifted" was bandied about very casually. Many schools, parents, government agencies and even private firms
were jumping on the gifted bandwagon.
Dr. Roldan did not use the term gifted in the early years of the Children's Festival of Words. She simply invited
private and public schools to nominate students as CFW participants on the basis of academic excellence and writing
ability. Through the years, CFW discovered a treasure trove of delightful talents. For one, Lea Salonga joined the
festival as a preschooler in 1977. Talented young writers with exceptional young minds from a wide range of schools
and social strata participated in the workshops.
Dr. Roldan recalled the turning point for gifted education in the Philippines when she organized and hosted the Fifth
World Conference on Gifted and Talented Children in Manila in August, 1983. Gifted education specialists from all
over the world exchanged views on the theories and practices on gifted education. The event provided the impetus
for the establishment of the Talented and Gifted Philippines Foundation, Inc. (TAG-Philippines). From then on, TAG
has actively sought to fulfill its objectives of conducting research on the unique characteristics, needs and concerns
of the Filipino gifted child and his or her family, to help design and implement educational provisions, both in and
out of school, to best nurture such giftedness, and to develop and publish instructional and reference materials for
educators, parents and the gifted youth themselves.

Vignettes on Children and Youth Who

Are Gifted and Talented
The following articles highlight the achievements of young Filipinos who show advanced cognitive development,
superior intellectual ability and talent in the arts. These children and youth are gifted and talented. Find out what
their characteristics are that make them different from children and youth of the same chronological ages.

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Meet the gifted

By NathaIie Tomada, The Philippine Star, May 19, 2003
Conversations have never been this interesting. Emil Justin Cebrian talks about his admiration for the
wisdom of Confucius, his thoughts on the spread of the SARS epidemic, and his disapproval on the use of
contraceptives - just like any learned. opinionated adult Except that he is only 12 years old.
Jon Bryan Santiago Tiosin, whose first words when he was about four months old is supercalifragilis. (go figure!)
has been ploughing through books at an age when others were just getting past thumb-sucking. From middle earth
and Tolkien, he claims to be now smitten with Michaelangelo and the History of Att. Brynn is only seven years old,
Meet the gifted children. "Alam ko naman, higher level ang pag-iisip ko kavsa iba, Justin says. insisting that "most
of the time, I don't think about it. I’m really just an ordinary kid." Hardly. According to parents, Fred and Ceres,
Emil Justin, named after the great French sociologist Emil Durkheim, was already talking before he turned one, Ije
mastered the National Anthem, flags, capitals and Philippine presidents before he turned two. After several
accelerations, the award. winning storyteller of Museo Pambata is now an incoming senior at Arellano High School
and, as usual, gunning for the highest honors. When that happens, he will perhaps be the youngest valedictorian in
the country.
Whiz kid
By Edmund M. Silvestre, The Philippine Star, July 23, 2003 Omar Parrenas Rizwan of East Hanover, New Jersey is
a Microsoft certified Professional (MCP), recognized and promoted by Microsoft as an expert with the technical
skills needed to design, implement and support solutions with His MCP lapel pin, certificate of excellence and
official ID card identifies his status to colleagues and clients, certifying that he has the skill to work in network
support for many companies.
The thing is, Omar just turned nine last April. Omar is a computer whiz kind, the youngest Microsoft Certified
Professional in the world. Presently, he is taking a series of exams to become a Microsoft
Certified Systems Engineer by the time he turns ten in April 2004. "1 don't know where that amazing talent came
from because there was never a genius in my family," says Rizwan's mother, Lea Parrenas-Rizwan, a registered
nurse and native of Pototan, Iloilo. My husband is a physician and he's smart and intelligent, but not that
extraordinary like Omar." Her Pakistani-American husband, Dr. Mohammad Rizwan, an medicine specialist at New
Jersey's Columbus Hospital, is also in awe of his eldest "Maybe it's pure God-given talent," Dr. Rizwan says. "And
he it because he's a very good boy and he works hard for it." Omar, his parents recall, began reading his ABCs at 18
months. At age two and a half, he could identify all car models. At three, he could read traffic

His interest in computers began at age five when his father bought a computer book. Omar who was already reading
children's books since he was three, saw the computer book and the rest, as they say, is history. "His learning of the
computer was gradual, but his being a fast reader helped a lot," says Mrs. Rizwan. While other kids his age are
throwing tantrums at Toys 'R Us outlets, Omar would rather be at Barnes and Noble, quietly browsing through
computer "It's very seldom that he would ask for a toy. He'd rather read his computer books at home," says Dr.
Rizwan. But he does have the complete Harry Potter series.
A week before turning nine, Omar took the MCP exam at Infotech Research International, an East Hanover testing
facility. Omar passed the test in half the time - 45 minutes - leaving his fellow examinees, all adults flabbergasted.
Those are not ordinary exams. Omar must be a very brilliant young man. The exam is not the kind of thing that you
can just study for and regurgitate," says Dr. Merten, vice president of education for the Chubb Institute, a reputable
technical school. The multiple-choice tests ask very specific questions about Windows XP, such as the best way to

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configure a computer to run a particular application. Examinees must know all sorts of computer applications known
only in the world of computer geeks. Many testing centers offer preparation classes, but Omar did his own
preparation in the confines of his family's upscale home.
Omar is now preparing to become a Microsoft Certified Systems Engineer. The certification which encompasses all
kinds of subjects from computer hardware to database design and management and network infrastructure design
requires nine exams. Omar who eventually wanted to be a programmer passed the second exams in ten minutes. He
hopes to pass all nine tests before he turns ten. His aunt says that despite his enormous talent, he's a very normal kid.
He usually sits on her lap and talks about computers. He also loves to tease his sisters. But he never brags about his
talent. He is not affected by all the attention he's getting. When asked about his favorite TV show, he said he does
not like TV and does not watch it.
Omar, who is a recipient of the 2000 Young Writers and Illustrators Award and a straight A student also plays chess,
piano and soccer. He had become too advanced for his class where he will be in fourth grade this fall. As of now,
even Bill Gates' men are unsure of what to make of Omar, who is still years away from the legal working age.

Figure 33. Gifted and Talented Filipino Youth

Aliw awards affirms Karel's exceptional gift
By Nestor U. Torre, Philippine Daily Inquirer, August 28, 2004
When the Aliw Foundation recently gave its Best New Female Artist award to Karel for "Magnificat," friends were
especially thrilled, because they had practically seen the popular teen talent grow up in front of their very eyes. That
was because, since 1995, the musical had been holding some of its rehearsals in the home of lead singer-actress
Pinky .Marquez, Karel's mom.
Passion for theater
In some TV interviews, Karel has said that her love for performing bloomed during those rehearsals and
performances, during which she imbibed the passion for theater that her mother Pinky shared with the musical's other
original performers like Andy Bais, Rito Asilo, Jingle Buena, Dulce and Bodjie Pascua. For our part, we have always
been struck by Karel's unique combination of "Frenchy" looks and husky singing voice. We urged Pinky to give her
young daughter opportunities to perform, but it took years before Karel herself realize that she felt most fulfilled
when she was singing and acting.

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Once she had come to that realization, however, nothing could stop already teenage Karel from quickly making her
mark in the biz.
As an actress, she became a regular on some TV shows for teen viewers. Then, her singing talent got noticed when
she guested in some musical programs. Her unusual one-two punch in terms of acting and singing made her stand out
even more in a field of beautiful young talents. who could do neither well!
Career boost
But Karel's biggest career boost came when she was chosen over many other auditionees for the coveted slot of
veejay. Despite all these successes, Karel continues to dream of doing more than just walk-on roles in theatrical
productions. Which is why we sat down with Pinky and Karel to conceptualize a play that will star Pinky and Karel
in a story about a mother and daughter, to be mounted early next year.
Karel said she was thrilled to be playing her first major role onstage, and was especially delighted that she was acting
with her mother.
Karel 's new Aliw award affirms what those who've known her for years have long been aware of: That she's a young
talent with a genuine gift and love [ for performing that will take her far in the field of entertainment
Great People of the 20th Century: Gifted and Talented All
In 1996, the editors of TIME, the weekly magazine, published a special edition that featured the remarkable
characters that influenced the forces and great events of the past one hundred years. Titled "Great People of the 20th
Century," the book presents the biographies and achievements of the most memorable and unforgettable individuals.
As stated in the book, the six sections "brim with insights into the life and times of an unforgettable gallery of men
and women: the diplomats and the warriors, the scientists and the moguls, the explorers who surprised us and the
artists who moved us." These are:
The Leaders - the diplomats and dictators who have shaped the destiny of nations: American Presidents
Theodore Roosevelt, Woodrow Wilson, Franklin Delano Roosevelt, Hany S. Truman, John F. Kennedy, Lyndon B.
Johnson and Richard Nixon; Russian Marxist Vladimir I. Lenin and Joseph Stalin, Russian President Mikhail
Gorbachev, Chinese Communist Leader Mao Zedong, German Chancellor Adolf Hitler, British Prime Minister
Winston Churchill? French President Charles de Gaulle.
The Activists - the men and women who fought for change from out- side the traditional halls of power:
Indian peace advocate Mohandas Gandhi, South African President Nelson Mandela, Israeli President David Ben-
Gurion, Ayatollah Khomeini of Iran, German Doctor Albert Schweitzer, the Dalai Lama of Tibet, Yugoslavian
Mother Teresa, American educator John Dewey, Italian educator Maria Montessori, American Margaret Sanger,
American preacher Billy Graham, Pope John XXIII, Pope John Paul II, Polish President Lech Walesa, and Philippine
President Corazon C. Aquino.
The Pioneers - the men and women who have dared to explore fields and break down barriers: American pilot
Charles Lindbergh who Pioneered the first solo flight across the Atlantic Ocean, American pilot Amelia Earhart. The
first woman to fly the Atlantic solo, American pilots Wilbur and Orville Wright, French Jacques Costeau who
explored the depths of the oceans, mountain climbers Edmund Hillary and Tenzing Norkey, American
environmentalist Rachel Carson, Viennese father of Psychoanalysis Sigmund Freud, Swiss psychologist Carl Gustav
Jung French philosopher Jean-Paul Sartre, American baseball player Jackie Robinson.
The Innovators - the gifted few whose visions have changed our lives: American Henry Ford, founder of Ford
Motor Co., American Pilot Eddie Rickenbacker, American newspaper publisher William Randolph Hearsv American
cartoon filmmaker Walt Disney, British economist John Maynard Keynes, Russian David Sarnoff, the father of mass
media American Ted Turner, founder of Cable News Network or CNN American industrialists Tom Watson Sr. and

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Jr. who introduced the International Business Machines or IBM, American computer genius and founder of
Microsoft, Bill Gates.
The Scientists - the searchers whose work has revolutionized human society in the span of only 100 years.
These are: German physicist Albert Einstein who revolutionized modern physics with his work on the atomic nature
of matter, Polish scientist Marie Curie who discovered radium, Scottish doctor Alexander Fleming who discovered
the antibiotic nature of penicillin, British Francis Crick and American James Watson who identified the double helix
structure of the deoxyribonucleic acid DNA, American Dr. Jonas E. Salk who discovered polio vaccine, American
chemist Linus Pauling for his work on chemical bond, British mathematician and theoretical physicist Stephen
Hawking, wheelchair bound due to a debilitating disease that paralyzed him, considered as the best-known scientist
in the world, American astronomer Edwin Hubble who proposed the theory of the expansion of the universe, Kenyan
born paleoanthropologists Louis and Mary Leaky who discovered bone fragments of apelike prehumans called homo
habilis, American anthropologist Margaret Meade
The Creators - the artists whose work has shaped and mirrored the century: Spanish visual artist and painter
Pablo Picasso, considered as the century's most significant artist who created the cubist style of art, German architect
Mies Van Der Rohe, American photographer Alfred Stieglitz, American painter Georgia O' Keefe, American
novelist James Joyce, British novelist Virginia Woolf, Irish playright George Bernard Shaw, British stage and film
actor Laurence Olivier, stage and comedian Charlie Chaplin, Russian neoclassical choreographer George
Balanchine, Russian composer Igor Stravinsky, American jazz band leader Louis Armstrong, American composer
George Gershwin, American rock and roll legend Elvis Presley, Dritish pop star's band called the Beatles composed
of bassist Paul McCartney, lead guitarist George Harrison, rhythm guitarist John Lennon, and drummer Ringo Starr.
The Central Concepts of Giftedness and Talent
The prominent men and women from different countries all over the world who have carved a name for themselves
in their respective fields of endeavor, as well as the many other people who have excelled in their lines of expertise,
have four things in common: they possess the central elements of giftedness and talent, namely, intelligence or high
intellectual ability, creativity, talent, and task commitment.
Can you imagine what it is to be like Lea Salonga or Cecile Licad who attained international fame and brought
honors to our country through their out- standing achievements in the performing arts at a very young age? Or Emil
Justin cebrian, Jon Bryan Santiago Tiosin and Omar Parrenas Rizwan whose remarkable and impressive academic
achievements at an early age accelerated their 9 education? Their performance in school indicates that their mental
ages are far advanced than their chronological ages. Average boys and girls would be much older than these young
achievers before they can even approximate their feats. Or, how about our national hero, Dr. Jose Rizal, who is one
among the few geniuses of renown in the world? Not far behind are the other exceptional Filipino heroes whose
intelligence and creative talents showed in the roles they played in the attainment of our freedom from the foreign
conquerors. Likewise, worthy of recall are the many other compatriots and leaders, both rich and poor, in various
fields of endeavors, who pursued their commitment to serve the people through significant leadership roles,
innovative ideas, creative inventions and similar achievements.
Then there is the long list of philosophical thoughts, scientific theories, inventions and technological advances
through the centuries that intelligent and creative human minds evolved in the sciences, the various fields in
medicine, mathematics, the arts and other areas. The achievements introduced dramatic changes in human lives such
as increase in the life span, cure for diseases, more convenient, comfortable and enjoyable life styles and information
technology.
Human Intelligence
The nature of the human intellect has fascinated scholars and became the subject of debates, studies and propositions
as early as during the time of the Greek philosophers Plato and Aristotle. When the field of psychology began to
emerge in the 17th and 18th Centuries as a discipline separate from philosophy, mathematics and biology,

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individuals such as John Locke, Charles Darwin, Francis Galton and Charcot continued to influence the study of
intelligence. A number of prominent European schools of psychology flourished until the early part of the 19th
century. Some American psychologists studied in Europe and returned home to establish influential psychology
programs in the United States. The study of intelligence gained popularity and greatly influenced by the works of
Wilhelm Wundt, James McKeen Cattell, G,S. Hall and Hermann Ebbinghaus.
As the students of the Great Schools began to form their own programs the number of theoretical and empirical
investigations of intelligence increased The prominent psychologists of the 20th century were Edward L. Thorndike,
Alfred Binet, Pearson, Charles Spearman, Goddard, Stern, Theodore Simon, Yerkes, Lewis Ternan, Hollingworth,
Goodenough, Vigotsky, and Jean Piaget,
In the latter part of the 20th century, new statistical designs and modern experimental strategies were developed that
made psychological testing popular in most Western countries. The theory of multiple intelligences began to appear,
particularly in the work of Thurstone and Guilford. The prominent theorists were Burt, Thurstone, P. Cattell,
Wechsler, Guilford, Vernon, Hunt, Anna Anastasi Thorndike, Inhelder, Taylor and Eysenck.
Current trends in intelligence theory and research involve the formation of more complex multiple intelligence
theories. Standardized tests to measure intelligence are used only as one of the sources of data about mental ability.
The fields of genetics and neurological research methodologies on the measurement of intelligence has generated a
number of factors on intelligence. In addition to mental ability, other data are considered simultaneously in
determining the intelligence level of a person. Data are derived from the environment, biological factors and
psychological aspects of the intellect. The prominent theorists in the present movement include R. Cattell (1905-
1998), Carroll (1916- ), Jensen (1923- ),Kamin (1924- ), Renzulli (1936- ), Gardner (1943 - ), and Sternberg (1949-
While a big number of definitions of intelligence have been there seems to be no consensus or agreement on what
intelligence actually is. Cattell (1971) defines intelligence as a composite or combination of human traits which
includes the capacity for insight into complex relationships, all of the processes involved in abstract thinking, and a
capacity to acquire new capacity.
Theories and Definitions of Intelligence
The Binet-Simon Scale (1890s)
The modern approach to understand the concept of intelligence began with the work of Alfred Binet, a French
psychologist (1857-1911) and his colleague, Theodore Simon (1873-1961). Binet was hired by the Paris school
system to develop tests that would identify children who were not learning and would not benefit from further
education Together, Binet and Simon developed and co-authored a test to roughly measure the intellectual
development of young children between the ages of three to twelve. They wanted to find a way to measure the ability
of children to think and reason, Binet developed a test that asked children to follow commands, copy patterns, name
objects and put things in order or arrange them properly. From Binet's work, the term "intelligence quotient" or IQ
evolved. The IQ is the ratio of "mental age" to chronological age with 100 as the average. So, an 8-year-old who
passes the test for 8-year-olds has an IQ of 100 which is the average for his or her chronological age. Meanwhile, an
8 year-old Who passes the test for 10-year-olds has an IQ of 10/8 x 100 or 125. This child's IQ is above the average
for his or her chronological age. He or she is brighter or more superior than other children his or her age, Binet9s and
Simon's work influenced the growth of the intelligence testing movement.
2. Spearman's two-Factor Theory of Intelligence (1904) Charles Spearman, a British psychologist (1863-1945),
advanced the two-factor theory of intelligence "g" and "s." Thus, "the performance of any intellectual act requires
some combination of g or general factor which is available to the same individual to the same degree for all
intellectual acts, and of "s" or specific factors which are specific to that act and which varies in strength from one act
to another." The theory explains that if one knows how a person performs on one task that is highly saturated with
"g," one can safely predict a similar level of performance for another highly "g" saturated task. Prediction of
performance on tasks with high "s" factors is less accurate. Nevertheless, since "g" pervades all tasks, prediction will

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be significantly better than chance. Thus, the most important information to have about a person? intellectual ability
is an estimate of his "g."
3. Terman's Stanford Binet Individual Intelligence Test (1906)
Lewis Madison Terman, an American cognitive psychologist (1877- 1956), published a revised and perfected Binet-
Simon Scale for American populations in 1906 while he was at Stanford University. In 1916 he adopted William
Stern's suggestion that the ratio between mental and chronological age be taken as a unitary measure of intelligence
multiplied by 100 to get rid of the decimals. The resulting intelligence quotient became known as the IQ. The classic
formula for the IQ is: IQ mental age divided by chronological age x 100. By far, the Terman's Stanford Binet
Individual Intelligence Test is considered as the best available individual test of intelligence.
4. Thorndike's Stimulus Response Theory (1920s)
Edward L. Thorndike, an American psychologist (1874-1949), and his students used objective measurements of
intelligence on human Subjects as early as 1903. During the 1920s he developed a multifactored test of intelligence
that consisted of completion, arithmetic, vocabulary and directions tests (CAVD). The logic behind the CAVD tests
eventually became the foundation of modern intelligence tests.
Thorndike drew an important distinction among three broad classes of intellectual functioning: abstract intelligence
that is measured by standard intelligence tests, mechanical intelligence which is the ability to visualize relationships
among objects and understand how the physical World works, and social intelligence which is the ability to function
successfully in interpersonal situations, proposed that abstract intelligence has four dimensions, namely altitude or
the complexity of difficulty of tasks one can perform, width or the Variety of tasks of a given difficulty, area which
is the function of width and altitude, and speed which is the number of tasks one can complete in a given time,
Thorndike is cited for his work on what he considered as the two most basic intelligences: trial and error and
stimulus response association His proposition stated that stimulus response connections that are repeated are
strengthened while those that are not used are weakened.
5. L.L. Thurstone's Multiple Factors Theory of Intelligence (1938)
Louis L. Thurstone was an American psychometrician (1887-1955) who studied intelligence tests and tests of
perception through factor analysis. His theory stated that intelligence is made up of several primary mental abilities
rather than a general factor and several specific factors. His Multiple Factors Theory of Intelligence identified the
seven primary mental abilities as verbal comprehension, word fluency, number facility spatial visualization,
associative memory, perceptual speed, and reasoning. He developed the Test of Primary Mental Abilities in 1938.
Thurstone discovered later on that the abilities are not completely independent of one another. Instead, there were
modest correlations among the abilities.
Thurstone was among the first to propose and demonstrate that there are numerous ways in which a person can be
intelligent. His multiple factors theory has been used in the development of intelligence tests that yield a profile of
the person's performance in each or the seven primary
6. Cattell's Theory on Fluid and Crystallized Intelligence
Raymond B. Cattell, a British-American psychologist (1905-1998)' theorized that there are two types of intelligence.
Fluid intelligence is essentially nonverbal and relatively culture free' Fluid intelligence involves adaptive and new
learning capabilities, related to mental operations and processes on capacity, decay, selection and storage of
information. This type of intelligence is more dependent on the physiological structures or parts of the brain that are
responsible for intellectual behavior. It increases until adolescence, then goes through a plateau and begins to
gradually decline with the degeneration of the brain's physiological structures, crystallized intelligence develops
through the exercise of fluid intelligence. It is the product of the acquisition of knowledge and skills that are strongly
dependent upon exposure to culture. It is related to mental products and achievements and highly influenced by

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formal and informal educational factors throughout the life span. Crystallized intelligence continues to increase
through middle adulthood.
7. Guilford's Theory on the Structure of the Intellect (1967)
J. P. Guilford, an American psychologist, advanced a general theory of human intelligence whose major application
or use is for educational research, personnel selection and placement and the education of gifted and talented
children. The theory on the structure of the intellect (SOI) advances that human intelligence is composed of 180
separate mental abilities (the initial count was 120) that have been identified through factor analysis.
The mental abilities are composites of three separate dimensions, namely, contents, operations and products.
The four types of contents are:
1. figural or the properties of stimuli experienced through the senses- visual, auditory, olfactory, gustatory and
kinesthetic. Examples are shapes and forms, sizes, colors, sounds, tastes, temperature, intensity, volume;
2. symbolic or letters, numbers, symbols, designs;
3. semantic or words and ideas; and
4. behavioral or actions and expressions of thoughts and ideas.
The five kinds of operations are:
1. cognition or the ability to gain, recognize and discover knowledge;
2. memory or the ability to retain, store, retrieve and recall the contents of thoughts;
3. divergent production or the ability to produce a variety of ideas or solutions to a problem;
4. convergent production or the ability to produce a single best solution to a problem; and evaluation or the
ability to render judgment and decide whether the intellectual contents are correct or wrong, good or bad.
The six kinds of products arc:
1. units that come in single number, letter or word;
2. classes or a higher order concept, for example, men and Women people;
3. relations or connections between and among classes and concepts,
4. systems or the process of ordering or classification of relations;
5. transformation or the process of altering or restructuring of intellectual content; and
6. implication or the process making inferences from separate pieces of information.

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Figure 34. Guilford’s Structure of Intellect

Guilford developed a wide variety of psychometric tests to measure the specific mental abilities predicted by the
theory. The tests provided the operational definitions of the mental abilities proposed by the theory.
The following examples illustrate three closely related abilities that differ in terms of operation, content and product.
1. Evaluation of semantic units or EMU is measured by the ideational fluency test in which respondents are asked to
make judgments about concepts. For example: "Which of the following objects best satisfies the criteria hard and
round: an iron, a button, a tennis ball, or a light bulb?"
2. Divergent production of semantic units or DMU would require the respondent to list all the items he or she can
think of that are hard and round.
3. Divergent production of symbolic units or DPU involves a different content category. For example: List all the
words that end in tion.
8. Sternberg's Triarchic Theory of Intelligence (1982)
Robert Sternberg of Yale University theorized that intelligence is a fixed capacity of a person. Hence, with higher
intellectual capabilities, as in the case with children and youth who are gifted and talented, almost every task can be
achieved at a high level of performance. The capabilities that underlie intelligence will enable a highly intelligent
child at any age, to do better than his peers or age mates. Intellectual abilities must increase with age, given the
supportive environment and effective teaching learning conditions.
The triarchic theory of intelligence seeks to explain in an integrative way the relationship between:
1. intelligence and the internal world of the individual, or the mental mechanisms that underlie intelligent behavior;
2. intelligence and external world of the individual, or the use of these mental mechanisms in everyday life in order
to attain an intelligent fit to the environment; and
3. intelligence and experience, or the mediating role of one's passage through life between the internal and external
worlds of the individual.
Sternberg calls his theory triarchic because intelligence has three main parts or dimensions: a contextual part, an
experiential part, and a componential part.
Contextual intelligence emphasizes intelligence in its sociocultural contexts. Thus, intelligence for a child requires
adaptive behavior (children's basic cognitive skills according to Gesell) that is not required of an older person.
Similarly, it may be stated that intelligence for a Filipino child, especially those who are deprived of the basic needs,
requires adaptive behavior (hat is not required of on American child Intelligence for children in rural areas requires
adaptive behavior required of children who live in urban areas, Persons who are high the contextual dimension of
intelligence quickly recognize what factors influence success on various tasks. They are adept at both adapting to and
shaping their environment so that they can accomplish their goals,
Experiential intelligence ernphasizes insight and the ability to formulate new ideas and combine seemingly
unrelated facts or information. Sternberg emphasizes the role of experience. fle says that the habitual, highly
practiced ways of dealing with the environment are not the true indicators of intelligence. Rather, it is the way a
person responds to an event that is new, novel and even unexpected that show; how smart he or she is.
Componential intelligence emphasizes the effectiveness of information processing. Sternberg defines component
as the underlying cognitive mechanisms that carry out the adaptive behavior to novel situations. The cognitive
mechanisms are equivalent to the skills knowledge and competencies that a person would have acquired mainly

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through education and experience. There are two kinds of components: performance components and
metacomponents.
Performance components are used in the actual execution of the tasks. They include encoding, comparing,
chunking and triggering actions and speech. The metacomponents are the higher order executive processes used in
planning, monitoring and evaluating one's working memory program.
Sternberg has identified six significant metacomponents. As he emphasized time and again, "metacomponents
form the basis for developmental changes in intelligence. All activation and feedback are filtered through these
elements, and if they do not perform their function well, then it will not matter very much what the other kinds of
components
l. Recognition of what has to be done; understanding the task at hand;
2. Selecting performance components and encoding important features of a task;
3. Selecting an appropriate mental representation visually or verbally;
4. Organizing performance components by formulating plans for organizing and sequencing the steps or procedures
in the process;
5. Deciding how to allocate attention and resources; and
6. Monitoring one's performance.
Persons who are high in componential intelligence do very well in abstract thinking and are able to process
information effectively. They think analytically, critically and creatively.
9.Gardner's Theory of Multiple Intelligences (1983)
Howard Gardner is a psychologist and professor at Harvard University Graduate School of Education and director of
Project Zero. Based on his studies of many people from different walks of life in everyday circumstances and
professions, he developed his breakthrough theory of multiple intelligences or MI. He did a massive synthesis of a
lot of research including brain research, evolutionary research and genetic research. He did brain research on stroke
victims, prodigies, people with autism and even idiot "savants." He had authored 20 books and hundreds of articles
on MI. Gardner was in Manila in April, 2005 for the first Philippine convention on MI with the theme "Changing
Minds: Teaching and Parenting for the 21st Century."
The Multiple Intelligences
The MI theory advances that in teaching anything, a parent or teacher can draw on a child's many intelligences
which are linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, interpersonal, intrapersonal, and
naturalist. The theory rejects the idea of central intelligence, rather, as the author says, it sub- scribes to "each his
own learning style." Gardner emphasizes that MI is originally not an educational theory. It is a theory on how the
mind is organized and developed. As opposed to general intelligence which implies that there is one "computer" in
the brain that determines whether a person will be competent or incompetent at everything, he describes the mind as
having 7, 8, 9 or even a dozen different "computers." Some people have better computers than others because of who
their parents are, where they live and how they were trained.
1. Linguistic Intelligence
Linguistic intelligence is the ability to use language to excite, please, convince, stimulate or convey information.
The indicators of linguistic intelligence are manifested by persons who:
 Ask a lot of questions, particularly "why" and "what if' questions
 Have a good vocabulary, enjoy talking, can spell easily

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 Pick up new language easily, bilingual, trilingual, etc.

 Enjoy playing with words, word games, word puzzles, rhymes
 Enjoy reading, love stories, jokes, riddles
 Like to write
 Can talk about language skills
Linguistic intelligence can be developed through the use of the following activities: rending fiction and nonfiction,
literary work, newspapers, magazines reports, biographies, bibliographies, the Internet; engaging in storytelling
debates, plays. listening to audiotapes, watching films; writing reports, stories speeches.
Practitioners who have high linguistic intelligence include novelists poets, joumalists, storytellers, actors. orator«,
comedians, politicians.
2. Logical-Mathematica' Intelligence
Logical-mathematical intelligence is the ability to explore patterns, categories and relationships by manipulating
objects or symbols and to experiment in Controlled, orderly ways. The indicators of logical-mathematical
intelligence are manifested by persons who:
 Want to know how things work
 Are interested in "if. then" logic
 Oriented towards rule-based activities
 Play with numbers, enjoy solving problems
 Love to collect and classify objects
Logical-mathematical intelligence can be enhanced with the use of the following activities: mazes, puzzles,
outlines, matrices, sequences, codes patterns, logic, analogies, timelines, equations, games, formulas, theorems,
calculations, computations, syllogisms, probabilities.
Persons who excel in the following professions have high logical-mathematical intelligence: mathematicians,
scientists, computer engineers and programmers, doctors, astronomers, inventors, accountants, lawyers, economists,
detectives, trivia champions.
3. Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence refers to the ability to use fine and gross motor skills in sports, the performing arts, or
arts and crafts production. The indicators of this component of the multiple intelligences are observed among
 Have a good sense of balance, good eye-hand coordination
 Have sense of rhythm, graceful in movement
 Communicate ideas through gestures, body movements and facial expressions "read" body language
 Have early ease in manipulating objects and toys
 Solve problems through "doing"
The following activities develop bodily kinesthetic intelligence: playing, dramatization, skits, mimes, body
language, gestures, facial expressions, dancing, sports, games, experiments, laboratory work.
Persons who are successful in the following professions have high bodily- kinesthetic intelligence: ballet and folk
dancers, choreographers, sculptors, professional athletes, gymnasts, surgeons, calligraphers, jewelers, watchmakers,
carpenters, circus performers.
4. Spatial Intelligence
Spatial intelligence is the ability to perceive and mentally manipulate a form or object, perceive and create tension,
balance and composition in a visual or spatial display.

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Some indicators of this aspect of MI are manifested by persons who:

 Like to draw, doodle, sketch
 Have a keen eye for detail
 Like to take things apart, like to build things
 Have a good sense of relating parts to the whole
 Enjoy puzzles, riddles
 Remember places by description or image, can interpret maps
 Enjoy orienteering, mechanically adept
Some of the activities that enhance spatial intelligence are: illustrations, constructions, maps, paintings, drawings,
mosaics, sketches, cartoons, sculptures, storyboards, videotapes.
Persons who are successful in the following professions have high spatial intelligence: urban planners, architects,
engineers, surveyors, explorers, navigators, mechanics, curators, map designers, fashion designers, florists, interior
designers, visual artists, muralists, photographers, movie directors, set designers, chess players, cartoonists.
5. Musical Intelligence
Musical intelligence is the ability to enjoy, perform or compose a musical piece. The indicators of musical
intelligence are shown by persons who:
 Have sensitivity to sound patterns, hum or move rhythmically
 Capture the essence of a beat and adjust movement patterns according to changes
 Have a good sense of pitch
 Hum tunes, can discriminate among sounds
 Play with sounds, remember tunes and sound patterns
Persons who succeed in the following occupations have high musical intelligence: composers, musicians,
conductors, critics, opera artists, singers, rappers, instrument makers and players, sound recording artists.
6. Interpersonal Intelligence
Interpersonal intelligence is the ability to understand and get along with others. The indicators of this component of
the multiple intelligences are served in persons who:
 Demonstrate empathy towards others, feel so much for others
 Are sensitive to the feelings of others
 Act as mediator or counselor to others
 Relate well to peers and adults alike, like to be with other people
 Are admired by peers, make friends easily
 Display skills of leadership
 Work cooperatively with others
 Enjoy cooperative and group activities
The types of activities that will develop interpersonal intelligence include group projects and charts, communication,
social interaction, dialogs, conversations, debates, arguments, consensus building, group work on murals and
mosaics, round robins, games, challenges and sports,
People who succeed in the fields of endeavor have high interpersonal intelligence: teachers, social workers, doctors
and nurses, anthropologists, counselors, priests/ministers, nuns, entrepreneurs, ombudsmen, managers, politicians,
salespersons, tour guides.
7. Intrapersonal Intelligence

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Intrapersonal intelligence is the ability to gain access to and understand one's inner feelings, dreams and ideas. The
indicators of this element of multiple intelligences are evidenced by people who:
 Are goal-oriented, develop plans carefully
 Are aware of their strengths and weaknesses, confident of their own abilities and accept their limitations
 Are self-regulating and self-directing, do not need to be told what to
 Motivate themselves to engage in projects
 Work towards the achievement of one's goals
 Express preferences for particular activities
 Communicate their feelings
 Engage in creative thinking, novel and original ideas
 Keep hobbies, productive pursuits, diaries
The activities that will enhance interpersonal intelligence include insight and intuition building, creative and critical
thinking, goal getting, reflection and self-meditation, self-assessment, affirmations keeping journals, logs and
reflectionnaires, "I" statements, discussion, interpretation and creative expression of values, philosophical thoughts
and ideas, quotations.
8.Naturalist Intelligence
Naturalist intelligence is the most recent addition to the original list of seven multiple intelligences. Naturalist
intelligence refers to the person's ability to identify and classify patterns in nature. In prehistoric times when people
relied on hunting animals and gathering plants, naturalist intelligence was used to sort what animals and plants were
edible or not. At present, a person uses his or her naturalist intelligence in the ways he or she relates to the
environment. A person who has naturalist intelligence abilities is likely to be sensitive to changes in flora and fauna,
weather patterns and similar environmental factors.
Laying the Groundwork for a Lifetime of Intelligence
There are essential concepts on brain development "in utero" or in the mother's womb that every special education
student must understand (Healy, 1996).
 Life begins in the mother's uterus eighteen to twenty-four hours after fertilization - the process where the
spermatozoa or sperm cell from the father and the ovum or egg cell from the mother unite to form the
zygote, the one-celled organism that will develop for the next nine months into the embryo, the fetus, and
finally will be born as the infant.
 The zygote undergoes meiosis or cell division from two, four, sixteen until there are millions of human cell's,
clusters of which are predetermined to develop into the central nervous system, the skeletal system.
 The brain cells begin to form as early as three weeks after fertilization had taken place.
 The pregnant mother's condition and the uterine environment exert tremendous influences on brain
development. Studies show that the growing brain is highly susceptible to changes in the developing
organism. There are pieces of evidence that specific academic abilities such as reading or mathematics may
be affected by hormones secreted during pregnancy. Poor maternal' nutrition and lack of protein retard brain
growth. A pregnant woman's heavy use of alcohol, prohibited drugs, even common drugs for headaches,
heartburn, diarrhea without the doctor's prescription can affect brain development.
 The natural pattern of brain development shows that the brain is organized in systems of connections that do
increasingly complex functions as they mature mainly from inside to outside and from back to front.
 The neurons or brain cells begin to form as early as three weeks after fertilization, multiplying more rapidly
than the other cells of the body. A thin layer of neurons in the developing embryo folds inward and rises to a
fluid-filled cylinder known as the neural tube. The cells produced in the neural tube will migrate to other
locations and accurately lay down the connections to link one part of the brain to another, In addition, the
embryonic brain must construct a variety of temporary structures, including the neural tube that will

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eventually disappear, The instructions programmed into the genes guide the neurons in their long migration
to become specific parts of the body later on.
 Starting at the top of the spinal cord, the fetal brain first develops brain stem structures for reflexes and basic
motor coordination. Rocking movements help develop part of this complex. As the mother moves about, the
fetus is rocked and the movements add to the stimulation. The cerebellum, and the vestibular system which
is linked to the balance mechanism of the ear undergird the later development of higher cognitive skills.
 Development of much of the brain's physical structure called "hard wiring" starts at this time directed by a
complex genetic program (Time Magazine, 1998). Neurons, the future thinking cells, are produced in
abundance. Many neurons migrate to particular sections of the brain to form part of the subsystems that will
later control reflexes, voluntary body movements, perception, language and thinking. Some neurons fail to
attach themselves to any area and disintegrate or disappear. No one yet understands how these neurons know
where to go, or why some disintegrate. What is known is that the process of cell differentiation and
migration determines the future structure of the brain.
 Ten to twelve weeks after conception during the first trimester or three months of pregnancy, the neurons
that carry electrical messages through the nervous system and brain send pulsing staccato bursts of
electricity. The distinctive coordinated waves of neural activity change the shape of the brain and carve
mental circuits into patterns that over time will enable the newborn infant to perceive a father's voice, a
mother's touch, a colorful mobile moving over the crib. Of all the discoveries in neuroscience recently, the
most breathtaking is the finding that the electrical activity of brain cells changes the physical structure of the
brain. For the rhythmic firing of neurons is no longer assumed to be a by-product of building the brain but it
is an essential process that takes place in utero.
 The growth spurts in the formation of the neurons or brain cells lasts from the second trimester of pregnancy
(4th to the 6th month) until the age of two. Meanwhile, glial cells begin to form and nourish the neurons and
hold them together.
The cell systems are the raw materials for the normal development of the brain. Any disturbance in the process may
cause cranial malformation, a learning studies on the impact of the mother's emotional state on brain development
suggest that pregnancies marked by excessive fear, anger or stress may produce irritable infants. Intense feelings
release chemicals that are passed from the mother's bloodstream into the infant's circulatory system. Children of
depressed mothers have slightly altered patterns of brain activity that may put the infant at risk for depression. Later
on, these children may exhibit difficult disposition, impulsivity and learning difficulties. Fortunately, the brain is
malleable to experience and much can be done after birth to prevent the occurrence of the problems.
Modern technology makes it possible to study the "seat" of intelligence, the human brain, directly. Neurology or
brain investigations that are noninvasive or harmless are done with the aid of computerized scanners and techniques
for measuring the intensity of electrical impulses or chemical changes. The television screen shows detailed views of
the brain in minute cross-sections. The brain at work or the child's thinking in motion while reading, working on
mathematics and science, and emoting on stage can be viewed on the TV screen. At present, there is a large body of
information about the structure of the brain and how it functions. Future neurological research promises to
revolutionize the knowledge on how learning takes place.
Neurological studies show that conducive home environments correlate positively with school achievement. Early
childhood education influences better intellectual growth. Likewise, research findings indicate that children need
different types of learning at different ages. Early age-appropriate experiences provide little children with a strong
base for the acquisition of later skills.
The old debate on whether heredity/nature or environment/nurture play the major role in cognitive development had
long been laid to rest. Experts agree that the infant does not come to the world as a product of heredity or a blank
slate at the mercy of the environment. Rather, the focus of neurological research centers on the ways in which
genetics and environment should interact for intelligence to develop to the highest possible level.

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Studies show that the interaction between genetic traits and experiences is constant from the time of conception.
Every baby inherits a physical brain structure as well as certain chemical and electrical response patterns that
strongly influence the ways in which the brain responds to environmental stimuli while in the mother's womb and
after birth. A current study shows that a child's personal tempo the natural pace of responding and the speed of
carrying out activities - seems to be genetically determined.
Definitions of Giftedness and Talent
Through the years, the concept on intellectual giftedness had changed as shown in the following figure (Heward,
2003)

Old Concepts Emerging Paradigm

Gifted is high IQ Many Types of Giftedness
Trait-Based Qualities-Based
Subgroup Elitism Individual Excellence
Innate, “In There” Based on Context
Test Driven Achievement-driven,”what you do”
Is gifted
Authoritarian, “You are or Are not Gifted” Collaborate, Determined by Consultation
School-Oriented Field-and-Domain Oriented
Ethnocentric Diverse
Figure 34. Changing Concepts on Intellectual Giftedness
Federal or American Government's Definitions
The first federal definition of the gifted and the talented was contained in the 1972 Marland Report. Gifted and
talented children are capable of high performance and demonstrate potential ability in any of the following six areas:
 General intellectual ability
 Specific academic aptitude
 Creative or productive thinking
 Leadership ability
 Ability in the visual or performing arts
 Psychomotor ability
The Gifted and Talented Children's Act of 1978 defined gifted and talented children as those "possessing
demonstrated or potential abilities that give evidence of high performance capability in such areas as intellectual,
creative, specific, academic or leadership ability, or in the performing or visual arts, and who, by reason thereof
require services or activities not ordinarily provided by the school." The definition encompasses almost all of the
areas where a person can demonstrate outstanding performance. Almost all of the states have built their pro- grams
for gifted and talented learners around the federal definition.
The 1991 "Report on National Excellence: A Case for Developing America's Talent" deleted the term gifted and
used outstanding talent and exceptional talent instead. The definition stated that talent occurs in all groups across all
cultures and is not necessarily revealed in test scores but in a person's "high performance capability" in the
intellectual, creative and artistic realms. Giftedness is said to connote "a mature power rather than a developing
ability."
Key Contemporary and Related Definitions
Renzulli's Three-Trait Definition. Renzulli's 1978 three-trait definition of giftedness continues to be cited in special
education literature. The definition states that giftedness results from the interaction of: (1) above-average general
abilities; (2) a high level of task commitment; and (3) creativity. Gifted and talented children are those: possessing or
capable of developing this composite set of traits and applying them to any potentially valuable area of human

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performance. children who manifest or are capable of developing an interaction among the three clusters require a
wide variety of educational opportunities and services that are not ordinarily provided through regular instructional
programs.
General Performance Areas
Mathematics • Visual Arts • Physical Sciences •
Philosophy • Social Sciences • Law • Religion •
Above Task Language Arts • Music Life Sciences • Movement Arts
average Commitment
Specific Performance Areas
Cartooning • Astronomy • Public Opinion Polling •
Creativity Jewelry Design • Map Making • Choreography •
Biography • Film Making • Statistics • Local
History • Electronics • Musical Composition •
landscape Architecture • Chemistry • Demography
• Microphotography • City Planning • Pollution
Control • Poetry • Fashion Design • Weaving •
Play Writing • Advertising • Costume Design •
Meteorology • Puppetry • Marketing • Game
Design • Journalism • Electronic Music • Child
Care • Consumer Protection • Cooking •
Ornithology • Furniture Design • Navigation •
Genealogy • Sculpture • Wildlife Management •
Set Design • Agricultural Research • Animal
Earning • Film Criticism • etc.
Figure 35. Renzulli's Three-Trait Definition of Giftedness
Piirto's Pyramid Model of Talent Development
piitto's 1999 definition states that the gifted are "those individuals who, by way of having certain learning
characteristics such as superior memory, observational powers, curiosity, creativity and the ability to lean school-
related subject matters rapidly and accurately with a minimum of drill and repetition, have a right to education that is
differentiated according to those characteristics." Piirto further that even if gifted students do not become producers
of knowledge or of special education should train them to become adults who will produce knowledge or make new
artistic and social products.
As shown in Figure 37 Piirto's pyramid model is composed of: (1) a foundation of genetic endowment; (2)
personality attributes such as drive resilience, intuition, perception, intensity, and the like; (3) the minimum
intelligence necessary for function in the domain in which the talent is demonstrated ;(4) talent in a specific domain
such as mathematics, writing, visual arts music, science or athletics and; (5) the environmental influences of five
suns: the sun of home, community and culture, school, chance and gender. Which talent is

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Figure 37. Piirto Pyramid Model of Talent Development

developed depends on the "thorn" of passion, calling or sense of vocation.
Maker's Problem-Solving Perspective. Another definition of giftedness and talent advanced by Maker in 1996
incorporates high intelligence, high creativity, and excellent problem-solving skills. He enumerates the following
characteristics of a gifted person; a problem solver - one who enjoys the challenge of complexity and persists until
the problem is solved in a satisfying way. Such an individual is capable of(a) creating a new or more clear definition
of an existing problem, (b) devising new and more efficient or effective methods, and (c) reaching solutions that may
be different from the usual, but are recognized as being effective than previous solutions.
Characteristics of Gifted and Talented Children and Youth
The previous discussions clearly indicate that giftedness and talent are a complex condition that covers a wide range
of human abilities and traits. That is why it must be clearly understood that giftedness and talent vary according to
social contexts. Some students may excel in the academic subjects but may not show special talents in the arts. On
the other hand students who show outstanding talent in sports and athletics, visual and performing arts or those with
leadership abilities may show only average or above average performance in academic subjects.
Highly gifted students, according to Silverman's studies (1995) have IQ scores 3 standard deviations or greater
above the mean. The IQ score is greater than 145, or 35 to 55 points more or even higher than the average IQ scores
of 90 to | 10. Among American children, there is only 1 child in 1,000 or 1 child in 10,000. Silverman found the
following characteristics among these highly gifted individuals:
 Intense intellectual curiosity
 Fascination with words and ideas
 Perfectionism
 Need for precision
 Learning in great intuitive leaps
 Intense need for mental stimulation
 Difficulty conforming to the thinking of others
 Early moral and existential concern
 Tendency toward introversion

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There are times when the characteristics of gifted and talented persons are misinterpreted as bordering on abnormal
behavior, aggressiveness, antisocial behavior, and the like. Shaklee (1989, cited in listed the identifiers of young
gifted
 Exceptional learner in the acquisition and retention of knowledge and talented children as follows:
a. exceptional memory
b. learns quickly and easily
c. advanced understanding/meaning of area
 Exceptional user of knowledge in the application and comprehension of knowledge
a. Exceptional use of knowledge
b. advanced use of symbol systems expressive and complex
c. demands a reason for unexplained events
d. reasons well m problem-solving - draws from previous knowledge and transfers it to other areas
 Exceptional generator of knowledge - individual and creative attributes
a. highly creative behavior in areas of interest and talent
b. does not conform to typical ways of thinking, perceiving
c. enjoys self-expression of ideas, feelings or beliefs
d. keen sense of humor that reflects advanced, unusual comprehension of relationships and meaning
e. highly developed curiosity about cause, future, the unknown
 Exceptional motivation - individual motivational attributes
a. perfectionism: striving to achieve high standards, especially in areas of talent and interest
b. shows initiative, self-directed
c. high level of inquiry and reflection
d. long attention span when motivated
e. leadership - desire and ability to lead
f. intense desire to know

Figure 36. Gifted and talented Children as Generators of Knowledge

Creativity as the Highest Expression of Giftedness
creative ability is considered as central to the definition of giftedness. Clark (1986) refers to creativity as the highest
expression of giftedness. Sternberg (1988) suggests that creative, insightful individuals are those who make
discoveries and devise the inventions that ultimately change society,
There is no accepted definition of creativity. In his studies on creativity, Guilford (1988) enumerates the following
dimensions of creative behavior:
 Fluency - the creative person is capable of producing many ideas

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 Flexibility - a wide variety of ideas, unusual ideas, and alternative solutions are offered.
 Novelty/originality - low probability, unique words, and responses are used; the creative person has novel
ideas.
 Elaboration - the ability to provide details is evidenced.
 Synthesizing ability - the person has the ability to put unlikely ideas together.
 Analyzing ability - the person has the ability to organize ideas into larger, inclusive patterns. Symbolic
structures must often bebroken down before they can be reformed into new ones.
 Ability to reorganize or redefine existing ideas - the ability to transform an existing object into one of
different design, function, or use is evident.
 Complexity - the ability to manipulate many interrelated ideas at the same time is shown.
A foremost authority on creative thinking and author of psychological tests on creativity, Torrance (1993) found in a
30-year longitudinal study that high-ability adults who were judged to have achieved far beyond their peers in
creative endeavors possess the following ten most common characteristics:
1. Delight in deep thinking
2. Tolerance of mistakes
3. Love of one's work
4. Clear purpose
5. Enjoyment in one's work
6. Feeling comfortable as a minority of one
7. Being different
8. Not being well-rounded
9. A sense of mission
10. The courage to be creative
Assessment of Gifted and Talented Children
Similar to the screening and location and identification and assessment of exceptional children, the following
processes are employed:
1. pre-referral intervention
Exceptional children are identified as early as possible. Teachers are asked to nominate students who may
possess the characteristics of giftedness and talent through the use of a Teacher Nomination Form.
2. multifactored evaluation
Information are gathered from a variety of sources using the following materials:
 Group and individual intelligence tests
 Performance in the school-based achievement tests
 Permanent records, performance in previous grades, awards received
 Portfolios of student work
 Parent, peer, self-nomination
Differentiated Curriculum and Instructional Systems
The skills in the Basic Elementary Curriculum of the Department of Education are intended for average learners and
lack the competencies that match the learning characteristics of high-ability students. A study of American gifted and
talented students found that 60% of all grade four students in a school district have already mastered much of the
content of the curriculum. Majority of the students scored 80% in a pretest in mathematics even before the school
year began. A differentiated curriculum that is modified in depth and pace is used in special education programs for
gifted and talented students.

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Curriculum compacting is the method of modifying the regular curriculum for certain grade levels by compressing
the content and skills that high- ability students are capable of learning in a shorter period of time. At the Silahis
Special Education Centers of Manila City Schools, high-ability students study the fourth, fifth and sixth grades in a
span of two years.
Enrichment of the regular curriculum allows the students to study the content at a greater depth both in the
horizontal and vertical directions employing higher order thinking skills. The differentiated curriculum goes beyond
the so called "basic learning competencies" or BLC and allows the students access to advanced topics of interest to
them. Meanwhile, acceleration modifies the pace or length of time at which the students gain the skills and
competencies in the regular curriculum to accommodate the enrichment process.
Horizontal enrichment adds more content and increases the learning areas not Sound in the regular curriculum for
the grade level. The students go beyond the grade requirements and move on to study the subjects in the higher
grades. For example, mathematics subjects like Algebra or Geometry that are partly included in the regular
curriculum, or, advanced subjects like Trigonometry and Calculus may be included in the differentiated curriculum.
Science, English and Filipino are enriched by expanding the content covered in the same manner.
Vertical enrichment allows the students to engage in independent study, experimentation and investigation of
topics that interest them. Social Studies and Makabayan subjects lend themselves well to vertical enrichment
activities that will give the high-ability students opportunities to share their ideas in solving related problems at
home, the school and the community.
Most of the special education classes in the different regions of the country utilize the self-contained class. High-
ability students are enrolled in a special class that is taught by a trained special education teacher. Mainstreaming
activities are arranged so that the students can socialize with their peers, share their knowledge and assist in peer
mentoring the slow learners.

APPLICATION

Proponent Theory of Intelligence Definition of Intelligence

Alfred Binet and Theodore
Simon
Charles Spearman
Lewis M. Terman
Edward L. Thorndike
Louis L. Thurstone
J.P. Guilford
Using the matrix below, compare and contrast the theories and definitions of intelligence as advance by the
proponent

KEY POINTS

 Visual-Spatial Intelligence People who are strong in visual-spatial intelligence are good at visualizing
things. These individuals are often good with directions as well as maps, charts, videos, and pictures.
 Linguistic-Verbal Intelligence People who are strong in linguistic-verbal intelligence are able to use words
well, both when writing and speaking. These individuals are typically very good at writing stories,
memorizing information, and reading.

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 Logical-Mathematical Intelligence People who are strong in logical-mathematical intelligence are good at
reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think
conceptually about numbers, relationships, and patterns
 Bodily-Kinesthetic Intelligence Those who have high bodily-kinesthetic intelligence are said to be good at
body movement, performing actions, and physical control. People who are strong in this area tend to have
excellent hand-eye coordination and dexterity.
 Musical Intelligence People who have strong musical intelligence are good at thinking in patterns, rhythms,
and sounds. They have a strong appreciation for music and are often good at musical composition and
performance.
 Interpersonal Intelligence Those who have strong interpersonal intelligence are good at understanding and
interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires,
and intentions of those around them.
 Intrapersonal Intelligence Individuals who are strong in intrapersonal intelligence are good at being aware
of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships with others, and assessing their personal strengths.
 Naturalistic Intelligence Naturalistic is the most recent addition to Gardner’s theory and has been met with
more resistance than his original seven intelligences. According to Gardner, individuals who are high in this
type of intelligence are more in tune with nature and are often interested in nurturing, exploring the
environment, and learning about other species. These individuals are said to be highly aware of even subtle
changes to their environments.

LOOKING AHEAD

Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If you
have not reached your desired level of competence, just keep going! Remember that an expert was once a
beginner. The next topic will be the Students with Emotional And Behavioral Disorder. Happy learning!

SELF AND MODULE EVALUATION

Name: ______________________________________________ Course & Year: __________________________

Address: ____________________________________________ Contact No. _____________________________

MODULE EVALUATION
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree

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 Foundations of Special and inclusive Education │ Module 4. │Page 23 of 25

4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed

SELF-EVALUATION
Rate the extent of your learning in this module using the scale blow. Check the column corresponding to your rating
in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practitioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

A. enumerate and describe the theories and definitions of intelligence;
B. enumerate and discuss the multiple intelligences of a person;
C. discuss the concepts on brain development before and after birth;
D. enumerate the ways and means by which intellectual development may
E. compare and contrast the various definitions of giftedness and talent;
F. enumerate and discuss the characteristics of gifted and talented children; and
G. describe the assessment procedures, curricular program and instructional systems
for gifted and talented students.

END OF MODULE ASSESEMENT

(Please don’t forget to provide information on this part)

LFM Name: _____________________________________________ Course& Year:________________

Module Number and Title: _________________________________ Date accomplished: _____________

Contact number:____________________________ E-mail Address or Fb account:_________________

Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. Write your answers on the blank space provided for
each question.

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How much did you learn about giftedness and talent by answering the following questions.
l. What are the outstanding achievements of the talented children and youth in the vignettes? What make them
different from normal boys and girls?
Emil Justin Cebrian
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Omar Parrenas Rizwan
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Kerel
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2. what is creativity? Why is it consider as the Highest expression of giftedness?
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3.

REFERENCES

 Introduction to Special Education: A textbook for college students-first Edition by: Teresita G. Inciong,
Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio Editor-Author, and Adelaida C. Gines,
Coordinator-Author. Published and distributed by Rex Book Store Inc.
 https://www.google.com/search?
q=biological+and+environmental+causes+of+developmental+disabilities&oq=biological+and+environmenta
l+causes+of+d&aqs=chrome.0.0i457j0j69i57j0i22i30.24786j0j7&sourceid=chrome&ie=UTF-8What are the
causes of developmental disabilities?

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OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)