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Teacher Nomination Form A(ages 3-6)

 

 Click here to download Teacher Nomination Form

 

 

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Teacher Nomination Form

for Identification of

Potentially Gifted Children

Developed by the NIAS Gifted Education Team

 

 

As Part of the Project

Identification of Gifted Children Age 3-15 Years (With a Special Focus on Maths and Science)

 

 

 

 

The Gifted Education Team:

Prof. Anitha Kurup, Principal Investigator

Ms. Amita Basu, Research Associate

Mr. Ajay Chandra, Research Associate

Ms. Parvathy Jayan, Research Associate

 

 

The National Institute of Advanced Studies (NIAS)

Bangalore

February 2013

 

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Introduction to the

Teacher Nomination Form for Identification of Potentially Gifted Children

 

The Teacher Nomination Form for Identification of Potentially Gifted Children was developed as part of the project Identification of Gifted Children Age 3-15 Years (With a Special Focus on Maths and Science) between April 2012 and February 2013.  The project was commissioned by the Principal Scientific Advisor (PSA) to the Prime Minister's Office in 2010 and is funded by the Department of Science and Technology (DST).  The project was launched to develop methods to identify and nurture gifted children in India.

 The National Institute of Advanced Studies (NIAS), Bangalore, is spearheading this research effort.  Our partners are Delhi University and Agastya Foundation.  The three institutes have been studying giftedness across contexts including age-group, urban/rural, and regional (north/south).  Together we are developing both a concept of giftedness that draws from data across the country, and methods of identification and nurturance appropriate to these diverse contexts.

 In the areas of giftedness and gifted education, there has been in India little original research and few attempts to study giftedness in the Indian context.  Tools purportedly used to identify gifted children were developed in very different contexts and may not be inappropriate for Indian children with their vast diversity in sociocultural, linguistic, regional, and educational backgrounds.  There was a need to develop and/or adapt tools specific to this context.

 This instrument represents one such attempt.  It is intended to be used by teachers to nominate potentially gifted children based on observed classroom behaviours.  Teachers are a key node in the identification and nurturance of giftedness; research has shown that experienced teachers are often skilled at identifying gifted traits.  Nomination by teachers is an important component of gifted identification programmes across the world.  The present tool is intended as a first-level screening measure. 

 The Teacher Nomination Form for Identification of Potentially Gifted Children is a product of 670 hours of classroom observation performed in 12 schools in and around Bangalore between November 2010 and April 2012.  Observations covered 1,437 children across five school boards diverse in size, paedagogy, and student socioeconomic background.  Field data were analysed to yield a model of gifted traits, which informed the development of this instrument.

 The instrument contains two forms: Form A for use with preschool children (ages 3-6) and Form B for use with primary-school children (ages 7-12).  Each form contains 24 items.  The instrument is self-administering and takes approximately an hour per child (including time taken to look up the child’s contact details).

 This instrument has been subjected to content validation against the giftedness literature, construct validation using expert consultations; and preliminary factor analysis using a small sample of teachers.  The instrument is currently undergoing quantitative validation, following which norms will be developed in regional-language translations across the country.  The instrument will then be suitable for use by teachers across India to identify potentially gifted children.

 The National Institute of Advanced Studies holds the rights to this instrument.  It grants the right to schools and teachers to use the test for identification purposes.  The instrument may not be modified from its original form, re-distributed, circulated for commercial purposes, or circulated without these introductory pages and the watermark.

 Finished nominations may be returned to NIAS for further action.  Nominated children will be assessed using tests of ability and creativity adapted and standardised by the NIAS Gifted Education team to the Indian context.

 The Gifted Education team firmly believes that the identification of gifted children is an important task for teachers and the wider educational system.  We hope that this instrument may serve as a useful first step in that process.

 

February 2013
NIAS
Bangalore

 

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Checklist of Traits for Potentially Gifted Children Ages 3-6

 

Name of Nominating Teacher:                                              

 Subject/s Taught:

 How long have you known the child?

 For how many days/weeks have you observed the child?

 Name of Child:

 Age:                                                     Std.:                                                    Sex:

 Phone Number (Father):                                            Phone Number (Mother):

 Convenient Time to Contact Parents:

 Address:

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How to Use This Form

 This is a list of behaviours that some children may show.  Please take a look at the items below and think of any child you teach now, or whom you have taught before, who shows several of these behaviours.  No child will show all these behaviours, but some children show more of these behaviours than other children.  If you can think of a child who shows several of these behaviours, please fill out this form keeping this child in mind. 

 With the view of getting multiple perspectives on the child, we recommend that you ask one or more of the child’s other teachers (current or recent) to fill out another form for the same child.  All nomination forms pertaining to the same child can be returned to us at the same time.

 For each item, consider how often the child demonstrates that behaviour.  Make your ratings based on your observation of the child in different situations (class, playground, assembly, etc.).  Some items at the end of the scale may require inputs from your colleagues, i.e. music/art/physical education teacher.  If you’re unable to consult with these teachers, you may leave these items blank.

 

 

BEHAVIOUR

FREQUENCY

Never

Very Rarely

Rarely

Occas-ionally

Freq-uently

Always

  1. Needs to be shown a task just once or twice in order to learn it.

 

 

 

 

 

 

  1. Reads fluently: with meaning, intonation, and expressiveness.

 

 

 

 

 

 

  1. Shows preference for challenging tasks.

 

 

 

 

 

 

  1. Started reading early, without much formal instruction, or came to school already able to read.

 

 

 

 

 

 

  1. Shows advanced ability in motor activities (running, climbing, etc.).

 

 

 

 

 

 

  1. Keeps him/herself engaged in activities.  Shows the need to be constantly occupied.

 

 

 

 

 

 

  1. Is able to work independently without constant supervision or need for praise.  May even refuse help from teachers.

 

 

 

 

 

 

  1. Is able to work without getting distracted.

 

 

 

 

 

 

  1. Demonstrates realistic detail, imagination, and/or analysis in drawing. 

(Note: Drawings need not be tidy or ‘artistic’ to demonstrate these features.)

(e.g. tries to analyse  the structural features of airplanes by repeated drawings.)

(e.g. produces imaginative drawings that tell a story.)

 

 

 

 

 

 

  1. Asks a lot of “how and “why” questions

 

 

 

 

 

 

  1. Shows high curiosity – explores the environment, experiments with objects.

 

 

 

 

 

 

  1. Shows high emotional maturity; does not get easily upset.

 

 

 

 

 

 

  1. Once taught a new type of problem, is able to solve similar problems even though the format may be different. (e.g. if taught carryover in digit form, can then use carry-over in word-problem form.)

 

 

 

 

 

 

  1. Shows high memory for topics or experiences from long ago.

 

 

 

 

 

 

  1. Shows preference for talking to older children or observing older children’s work.

 

 

 

 

 

 

  1. Understands and responds to humour or something which is odd or unusual.

 

 

 

 

 

 

  1. Understands metaphors and analogies.

(e.g. is able to reason out the ‘moral’ of a story.)

 

 

 

 

 

 

  1. Shows planned behaviour: e.g. plans the day’s activities, or plans how to go about a complex task before starting it.

 

 

 

 

 

 

  1. Speaks fluently, with advanced vocabulary.

 

 

 

 

 

 

  1. Shows motivation to learn new tasks.

 

 

 

 

 

 

  1. Spends free class time reading.

 

 

 

 

 

 

  1. Shows high task orientation: finishes tasks quickly and accurately.

 

 

 

 

 

 

  1. Shows advanced finger dexterity (e.g. colours well, handles small objects well).

 

 

 

 

 

 

  1. Emerges as a leader in informal interactions and formal activities (e.g. peers ask this child to resolve disputes).

 

 

 

 

 

 

 

For each behaviour that this child shows “Frequently” or “Always,” please provide us with at least TWO examples that you have observed:

 

 

 

 

 

 

 

 

Other Information: Please provide any other relevant information regarding the child below.  Below are some suggested guiding questions.

 

  • How did the child first come to your notice?
  • What is it that makes him/her stand out from peers?
  • In which areas does he/she excel, and what are his/her topics of interest?
  • Does he/she have ability in one area, or in multiple areas?
  • Does he/she get along with peers?
  • Does he/she perform up to his/her potential in school?
  • Does the regular school curriculum seem to sufficiently address this child’s educational needs?
  • What changes or additions in your teaching approach or resources have you used for the child?  Do you give him any other activity after he/she finishes classwork?
  • Has he/she posed any behavioral problems?  Does he become bored, restless, disruptive, etc.?
  • Do his parents seem to know and/or to support his ability?

 

Please write your response here: