traits of gifted students hoover city schools
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TRAITS OF GIFTED
STUDENTSHoover City Schools
Who, What, When and Why
Developed by Lori Corrigan
Gifted Children in Schools?
QuizThis person was four before he could
speak and seven before he could even read.
This person had difficulty in school because he stubbornly refused to do anything but paint.
This person was told by his teachers he was too stupid to do anything.
A newspaper editor fired this person because he had “no good ideas”.
QuizThis person was four before he could speak
and seven before he could even read.- Albert Einstein
This person had difficulty in school because he stubbornly refused to do anything but paint.- Pablo Picasso
This person was told by his teachers he was too stupid to do anything.- Thomas Edison
A newspaper editor fired this person because he had “no good ideas”.- Walt Disney
Are we able to read children correctly
and recognize their gifts and talents?
Goals Today...Examine the characteristics and behaviors
of gifted children in order to better recognize their gifts and talents
Learn ways to meet needs in the regular classroom
Who are the Gifted?“Intellectually gifted children and youth are
those who perform at high levels in academic or creative fields when compared to others of their age, experience, or environment. These children and youth require services not ordinarily provided by the regular school program. Children and youth possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor.”
(Alabama Admin. Code r. 290-8-9-.14)
How do we serve our students in Hoover?
Schoolwide Enrichment ModelModel created from the belief that giftedness
consists of interaction among three basic clusters of human traits: Above Average Ability, Task Commitment, and Creativity
Gifted and talented are those who possess or are capable of developing this set of traits and applying them to any valuable area of human performance.
No one cluster alone constitutes giftedness Above Average Ability Task Commitment Creativity
IQ Levels ExplainedBright- 115 and aboveGifted-130 and aboveHighly Gifted-145 and aboveExceptionally Gifted- 160 and aboveProfoundly Gifted-175 and above
Common Traits of Gifted ChildrenInfo from: http://www.giftsforlearning.com/traits.htm
Very observant - noticing details other children of the same age would miss, including non-verbal cues
Extremely curious – about objects, ideas, situations, or events
May learn to read early - often before age 5 (whenever they do learn to read, they learn quickly). Will read rapidly and widely, after learning to read
More Traits…Large and
sophisticated vocabulary - enjoys using new and unusual words
Excellent memory - often have a large storehouse of information about a variety of topics, which they can recall quickly
Long attention span compared to other same-age children
Excellent reasoning and problem solving skills
Intense interests
More Traits… Unusual and/or
vivid imagination
Interested in philosophical and social issues -- for example, the nature of the universe, the problem of suffering in the world, environmental issues
Very sensitive, emotionally and even physically - can become upset easily, even over seemingly minor issues (like the feeling of seams in socks), but can be moved almost to tears by the beauty of a sunset or a song. They may also want to quit eating meat out of sympathy for animals.
More traits…Concerned about
fairness and injustice -- very aware of rights and wrongs
Energetic , sometimes needing less sleep than other same-age children (sometimes high energy level is confused with ADHD)
Asks "what if" questions - showing ability to construct hypotheses
Well developed sense of humor
Perfectionistic
Things you may observe….Learn quickly and with
less practice and repetition
Usually intrinsically motivated to learn
Enjoy intellectual activity, thriving on intellectual challenge (can get bored with slow instructional pace and repetition)
Relate well to parents, teachers and other adults (often prefer company of older children and adults over same-age peers)
Enjoy learning new things, seeking information for its own sake as much as for its usefulness
More observations….Have well-developed
powers of abstraction, conceptualization, and synthesis
Display intellectual playfulness, which shows up in a desire to fantasize and imagine
Prefer books and magazines meant for older children (many prefer non-fiction to fiction, including biographies, but like mysteries and detective stories)
Skeptical, critical, and evaluative, making them quick to spot inconsistencies
Bright vs. Gifted by Janice Szabos (http://www.bownet.org/besgifted/brightvs.htm)
BRIGHT Knows the answers
Is interested Is attentive
Has good ideas Works hard
Answers the questions Top group
Listens with interest Learns with ease 6-8 repetitions
Understands ideas Enjoys peers
Grasps the meaning Completes assignments
Is receptive Copies accurately
Enjoys school Absorbs information
Technician Good memorizer
Is alert Is pleased with own learning
Enjoys straightforward, sequential presentation
GIFTED Asks the questions Is highly curious
Is mentally and physically involved Has wild, silly ideas
Plays around, yet tests well Discusses in detail, elaborates
Beyond the group Shows strong feelings and opinions
Already knows 1-2 repetitions for mastery Constructs abstractions
Prefers adults Draws inferences Initiates projects
Is intense Creates a new design
Enjoys learning Manipulates information
Inventor Good guesser
Is keenly observant Is highly self-critical Thrives on complexity
All children have gifts, but not all are gifted.
Potential Classroom ChallengesPerfectionism
Perfectionism can lead to fear of failure, in turn causing a gifted child to avoid failure by refusing to even try something (including doing a homework assignment!)
Other students are so obsessed with doing
things to meet their own high standards that it leads to “meltdowns” when they think they will fall short
Potential Classroom ChallengesSuper Sensitivity
Intense sensitivity can cause gifted children to take criticism, or even general anger, very personally. Childhood slights do not roll off their backs.
Sensitivity and well-developed sense of right and wrong can lead to concern over wars, starving children, pollution and other injustice and violence. If they are overloaded with images and discussions of these issues, they can become introverted and withdrawn or even suffer from "existential depression."
Potential Classroom ChallengesAsynchronous Development
Asynchronous development allows gifted children to intellectually understand abstract concepts but be unable to deal with those concepts emotionally, leading to intense concerns about death, the future, sex, and other such issues.
Asynchronous development can also result in frustration
when a gifted child's physical development leads to an inability to complete a task the child is capable of intellectually envisioning.
Asynchronous development also causes a gifted child to be able to participate in adult conversations about issues such as global warming or world hunger one minute and the next minute cry and whine because a sibling took a favorite toy.
Potential Classroom ChallengesAdvanced Verbal and Reasoning Ability
Advanced verbal and reasoning ability can lead a gifted child to be argumentative and/or manipulative.
Sophisticated vocabulary and advanced sense of humor can cause gifted children to be misunderstood, which can make them feel inferior and rejected. (This is one reason gifted children prefer to be around older children and adults.)
Potential Classroom ChallengesImposter Syndrome
The “imposter syndrome” strikes people everywhere, especially high achievers. It makes them discount their success attributing it to luck, not real ability. Along with it comes the fear that anytime they could be found out. The more successful you get, the greater the inner stress. Now people have expectations of you that you may not be able to meet. Now each decision you make should be perfect because there’s much to lose."
-Simran Bhargava
What Gifted Kids Need
A place where they can be themselves.A place where they feel supported.Programming (see next slide) that meets
their needs that is meaningful, challenging and rewarding.
Opportunities in the classroom to learn on their own; at their own pace; work with abstract concepts; study things they are interested in; work with peers who share their interest and abilities and opt out of work they already know and understand...
Variety of Programming Options...
(which are by-the-way applicable for use with ALL learners!)
Curriculum Compacting-Adjusting instruction to account for prior student mastery of learning objectives.
Tiering-Designed to instruct students on essential skills that are provided at different levels of complexity, abstract-ness and open-endedness.
Learning Contracts- An agreement by the teacher and student, where the teacher specifies the skills that need to be learned along with the activities to be completed with a specific timeline in mind.
Choice Boards-variety of activities that students complete as they learn a skill. They can be organized with choice in mind.
...and moreBloom’s Taxonomy Tic-Tac-Toe Menu-Utilizes
the thinking taxonomyChallenge Boxes-Boxes that contain thinking
challenges based on choice and interestBook in a Box- Boxes designed to share a favorite
book, develop a product, and involve the audience!
It is important to remember that gifted kids come in all different packages. They have different strengths, weaknesses, and
interests.
The one thing they all have in common is wanting the opportunity to learn
something new each day they walk into school, rather than hearing things they
already know.
One can never consent to creep when one feels an
impulse to soar! – Helen Keller
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