Objective and Subjective Procedures for Selecting Gifted and Talented Students - Literature review Example

Running Head: Objective and subjective procedures on selecting gifted and talented students Name Title Tutor Institution Introduction Various scholars have contributed a great mile to this subject concerning gifted and talented children. Heller (2000) argues that each child is unique and has special attributes different from the rest. It is these characteristics that bring about individuality and different personalities in individuals. It is important for educators to note that as a result of these differences, some learners are termed as gifted and talented. This discussion will attempt to describe who a gifted and talented child is and some of the objective and subjective methods used by educators to select these learners in a classroom setting. The paper will also look at some of the reasons that may arise from the use of both the objective and subjective modes of identification of these learners. According to the New South Wales Ministry of Education (2001), quick interventions need to be made in order to perk up the schooling of the gifted and talented learners. The curriculum needs to be adjusted to incorporate these learners with special needs in the classroom like the talented ones. The Ministry of education in New South Wales advocates for the use of organizational structures to meet the needs of various learners. This simply refers to grouping the learners into manageable groups on the basis of their ability in order to closely monitor their abilities and provide for their needs effectively. Gross (2004), continues to argue that gifted and talented individuals are those whose ability to accomplish tasks in the classroom are outstanding from the rest. The set program by the educational system to a great extent does not seem to suit them due to their special academic needs. They need a curriculum that should be in a position to meet their unique needs. These learners however, comprise of a very minute percentage in the society and are found at all levels of learning despite their family backgrounds, socio-economic levels, ethnic background or even race! They are self-driven, eloquent in speech, are able to learn with no supervision at all or minimal supervision, tend to discover things on their own as well as lead discussion groups. Basically, these are exceptional and outstanding learners with the ability to perform remarkably well despite age, experiences are even the environment they have been brought up in. They generally display performance potential and excellence in almost all fields. Body In regard to The NSW Government Strategy on the Education of Gifted and Talented Learners, it is suggested that in recognizing these learners, both objective and subjective procedures should be followed. According to the Australian Council of Educational Research journal on education, Volumes 42-43 (1998), the means of identifying gifted children should not only rely on the general observation of learners in the classroom setting. This method has been regarded as superficial and advocates for intensive application of both the subjective and objective procedures of identification. Reasons for use of subjective and objective procedures The NSW Department of Education and Training noted that identification of these exceptional learners is a key benefit to the better learning. The main aim of using the subjective and objective procedures is not to exempt the learners from the rest in the classroom but to be in a position to formulate policies and programs that can accommodate them into the educational system. If interventions have to be made, an intensive study has to be done on these learners as well as follow up activities so as to be in a position to provide extensive assistance to them. According to Heller (2000), gifted learners add a benefit to the society from their desirable traits especially of being in a position to handle issues maturely and with the urgency needed. They however need to be enriched by broadening the scope of their knowledge and cultivating already existing gifts, they possess. The NSW Department of Education and Training emphasizes that it is also the responsibility of the educator to point out these learners so as to develop them and satisfy their unique needs effectively which ultimately makes them feel accommodated in the school curriculum. Identifying the gifted children-subjective and objective procedures The NSW Department of Education and Training brings out the idea of subjective procedures of selecting talented and gifted children work on the premises of generally observing the learners’ behavior both in the classroom and outside the classroom. Some of these methods include: recommendation by parents, teacher nominations, self or peer nominations, discernment by the community and through interviews. On the other hand, objective procedures involve use of standardized tests of determining aptitude and accomplishment, school report and class rankings (Karnes, and Johnson, 2005). It is important to note that these methods have both demerits and merits and is advisable to use both to weigh the learner’s ability. Subjective approaches One of the subjective approaches is the recommendation by teachers. This is one of the most prevalent methods used by teachers in the classroom. However, Whitmore (2000) argues that this method is one of the least effective methods of noting talented and gifted children in the classroom. Among the reasons to disqualify it, is that it is prejudiced in terms of gender, cultural background and is class sensitive. Teachers tend to either underestimate or overestimate the learner’s ability because they base it on their own understanding. Some of them will look at the learner’s ability to speak in public, behavior in the classroom and those who are generally “teacher-friendly.” Surprisingly, these teachers have no background training on the selection of such learners and the criteria used leaves so many unanswered questions. The NSW Department of Education and Training explains that deprivation of this basic training by the teachers is a major setback to learning. A closer look at these “teacher friendly” learners brings out the aspect of non-achievers who want to cover up this vice by simply blind-folding the teacher. The negative traits are hence, enclosed and most find an opportunity to thrive in the learners. However, this mode can be very effective at times in the classroom situation if effective training or rather in-service is offered to the educationists. It is only the classroom teacher who is able to immediately detect a hitch in the class or ability to perform in his or her learners. This method therefore provides instant results if appropriately used and talents are nurtured at an early age unlike other methods whereby comparisons have to be made over a period of time which if not consistently done, an important talent may be drained. The normal teaching sessions allow for the effective use of this method. Essentially, recognition of ability is instant as an opportunity for the thriving and development of the same is encouraged through continuous monitoring. It is through this method yet again, that the teacher is assisted in using other methods like tests to rate all-rounded learners. Selection by parents is another subjective approach used to select gifted and talented learners. The NSW Department of Education and Training Studies have proven that this method of selection is far much better than nomination by teachers in as much majority of the parents are not aware of the fact that their children are exceptional yet it appears even during the early stages of development! (Karnes, and Johnson, 2005). One of the major merits of this method is that once ability is identified in the learner at a tender age the probability that the same will be cultivated by the parents is very high. Before the onset of schooling by this learner, he or she goes through able hands of their parents. The teacher comes into the scene to continue with a task that had already begun. At certain instances, some parents will take the initiative to discuss with the school administration on the ability of the learner. It is such concerned parents that validate the usefulness of this method of determining gifted and talented learners. Nonetheless, this method is faced with myriad of challenges among them being overestimation and sometimes underestimation by these parents on their children’s ability. Some parents have a propensity of misjudging their children. Majority have been found to underestimate their children rather than overestimating their ability. Frequent visits to the school by some of these parents, who are concerned about their children ability, are simply unwanted. The teachers don’t want such parents who add more hassles to their day’s job. In return, they don’t follow up on such learners in the school making the efforts by this parent futile. Some teachers will also not heed to this identification judging on the basis of their own relationship with the student and whether he or she is appealing to the teacher. It is this attitude, ego, denial and ignorance by teachers that leads to them not allowing for better schooling for the gifted learners. Training programs in regard to the same need to be done to emancipate these teachers from their apparent mental slavery. Lastly, peer nominations are an additional subjective approach used to discern talented and gifted learners from the rest in the classroom. One’s peers may choose an exceptional character among the many in the classroom. Whitmore (2000) argues that this method is effective due to the fact that peers spent majority of the time together and are in a better position to detect the pros and cons of their fellow members. This is vivid in the classroom discussions whereby majority in the group select an individual as their group leader. From this response, a teacher can easily detect a particular desirable trait in that learner. The fellow peers are confident that he or she can lead them or represent them boldly in meetings especially that concern their wellbeing. A closer look at the same proves that this individual is an exceptional one and needs to be involved so as the extra energy can be utilized especially in monitoring the progress of the classroom. This method too, has shortcomings. One major one is that a small percentage of the class according to The NSW Department of Education and Training may manipulate the others into selecting a specific individual probably due to the influence that person has in the class, socio-economic background, culture or even the race. This narrows down to the many loopholes portrayed by it. The choice of the peers is not always right and is always based on the ways of challenging the school administration. At times the level of these learners is too leveled to weigh situations critically and creatively. Objective procedures A standardized test is one of the objective approaches used by teachers and other stakeholders in the educational system to weigh the talent and giftedness of a child. This method has brought about many contentious issues. Among them is that tests are too narrow to weigh a learners ability and giftedness. Sometimes, these tests may be biased in one way or another resulting into it being friendly to only a specific group of learners either gender wise, on the basis of culture or classes of people. As a result of this, some of the institutions disapprove of the use of these methods to spot talented learners. A number of scholars have tried to bring out a clear cut difference between tests that measure achievement and the intellectual functioning of individuals. An ability test is another form of objective method used to determine talent and ability. The major objective of these tests is to test the ability of the learners to perform a task and focus on the best learners unlike the slow learners. The learners who are not able to fully exploit their potential or simply are not bold enough to show their potential are catered to by standardized tests. Ability in this context is assessed on the basis of one’s intellectual quotient on a wide scope. One’s personality, originality, motivation levels are also assessed in this case. However, another main disadvantage of tests is that they are biased in terms of culture. A good example is the use of an English test to determine the intelligence and talents of learners who are both native speakers of English and others who are second language learners of English. There is a great probability that the native learners of English will portray better grades than the second language learners. How then would one determine ability using a test in this case? There has been a major concern in relation to this fact especially when dealing with learners from the minority groups in the society who have ability but are disadvantaged by not being in school from time to time and yet are able to grasp content very fast. Does the test consider some of these drawbacks at the end of the learning sessions and before giving an exam? The setter of the exam may therefore be considered biased. Resources on the other hand are not the same in all schools yet all learners sit for the same exam. For tests to be useful, it is mandatory that they are administered appropriately. However, these tests may be too narrow and biased in terms of culture, gender, class and even race therefore not providing the exact feedback on the ability and talent of the learner. They may also be too narrow limiting the scope of expression of one’s ability by the learner in question. On a brighter note, some groups of scholars approve of these standardized tests arguing that they display accuracy of objectivity than mere nominations by; parents, teachers or even peers. Though to a great extent that these tests have faults, they are more reliable and accurate (Passow, Garcia and Frasier 2001).Many teachers forget the fact that those learners who don’t speak in class and are more of introverts maybe high achievers academically and also in other areas. Most of these learners who have a high academic potential show the probability of organization of their work and also selves- a positive attribute that needs to cultivated and used to develop other learners in the classrooms. One of the major characteristic of a gifted and talented learner is the capacity to grasp concepts at a quick rate and find solutions to problems with a lot of ease (Passow, Garcia and Frasier 2001). From this characteristic, we can use the example of a mathematics test given to learners that require a lot of critical thinking to solve the problems. If a learner attains an exemplary 98% in such an exam, wouldn’t it be an underestimation to term this child as a gifted one? According to the layman’s view as well, an achiever is one who is able to attain excellent grades in his or her school work. The society in one way or another rewards and celebrates such individuals by terming them the intellectuals and even get the best jobs! These tests for that reason provide accurate statistics than the other options used. Class rankings have also been adopted as method of detecting talented and gifted learners. The NSW Department of Education and Training argues that from these tests done in a classroom, unswerving results can be acquired on the ability of these learners. The talented ones will scoop the top rankings in the classroom while the underachievers represent the bottom positions. In these tests, reading ability is assessed, leadership ability questioned and organization of one’s work. The results of these tests will indicate the exceptional children in the classroom. Those of high potential will portray excellent grades and be the best in the classroom. The evidence on these children with high intellectual capabilities is factual and does not rely on one side of the coin but all sides of these learners. Lastly, The NSW Department of Education and Training notes that school reports and report cards measure up to the ability of the learner and his or her talents. Report cards are important official documents that measure up to an individual’s ability. They ought to be issued in all schools be it private or public for the purposes of measuring up the term or monthly performance of a student. It is from these report cards that a summary of the student’s ability is outlined. Statistics are well laid out on the progress of the learner in the school. It is almost certain that these reports enable the teachers to point out the gifted and talented learners in various aspects of the curriculum. As a result of these complied documents, variances in the ability of the learners are pointed out and the teacher is in an ample position to categorize students easily on the basis of their ability. From these reports cards as well, demographic data is also clearly outlined. A quick comparison of this data will separate the learners in categories. The graphs of the talented ones will clearly stand out from the rest, a faster and simpler method of pointing out exceptional learners. Conclusion Gifted and talented children are present at all levels in the society (Passow, Garcia and Frasier 2001). They are represented in the classroom setting and it is the responsibility of the teacher to make use of the best methods to single out these learners. Gifted learners have the potential to make the society a better place only if their learning environment is made conducive enough. It is evident that many teachers are void of training that is key in aiding them determine the gifted and talented learners in the school. Some teachers ignore the fact that these learners may be a product of the underprivileged and marginalized groups in the society. Most of the teachers prefer associating with the learners from well off families with less problems segregating the ones who need their attention and consideration the more. This is a call to the educational policy makers to ensure that teacher training is done on this issue. The NSW Department of Education and Training brings to picture that frequent in-service programs should be planned by the education policy makers so as not to leave out this important category of learners in the educational process. If this is done, teachers will be in a better position to note these learners and also how to handle issues with them. The schools in the marginalized areas should also take the initiative of making learning better for this talented and gifted learner despite the challenges. They, too, have a right to be educated and acquire the best of it as well. Basically, the methods of identifying gifted and talented learners have been critically discussed giving both the merits and demerits. The major intervention into proper selection of these learners will only begin by educating the teachers on the best methods of doing so in order to meet the needs of these learners effectively. Bibliography Australian Council of Educational Research (1998). The Australian journal of education, Volumes 42-43.Australian Council for Educational Research Publishers: Australia. Gross, M. (2004).Exceptionally gifted children. Routledge Publishers: New York. Heller, K. (2000). The International handbook of giftedness and talent. Elsevier Publishers: London. Karnes, F. and Johnson, S. (2005). Identifying gifted students. The practical strategies series in gifted education. Prufock Press Inc: New York. New South Wales Ministry of Education (2001). NSW Government strategy for the education of gifted & talented students. Ministry of Education, Youth and Women's Affairs publishers: New Zealand. Passow, H., Garcia, J. and Frasier, M. (2001).A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students. Dane Publishers: New York. Whitmore, J.R. (2000).Intellectual giftedness in young children: recognition and development. Routledge Publishers: New York. Read More