Encouraging, inspiring and including the distinct GT Personalities

using Speech, Debate and UIL Academics

Sami Womack Dimmitt ISD

sawomack@dimmittisd.net

Gifted students are often difficult to identify, as they are a very diverse group.   They come from all socio-economic groups.   They are represented in all ethnic groups.   They come from rural and urban areas.    Some are good students and others are not.  The only common denominator gifted students

share is that they think and learn differently:   They learn more rapidly than other students and think

more deeply about what they learn.    Gifted students learn beyond basic knowledge

and understanding to synthesis, analysis and evaluation.

Here are some of the specific characteristics you are likely to find in a gifted student:   a precocious ability to think abstractly   a need for constant mental stimulation   an ability to learn and process information

quickly  a precocious ability to perceive patterns and

form connections  a prodigious ability within a particular area,

such as math, music. etc

 Type I – The Successful  Type II – The Challenging  Type III – The Underground  Type IV – The Dropout  Type V – The Double-Labeled  Type VI – The Autonomous Learner

 90% of Identified GT Students are Type I.  They learn well and are able to score high on

achievement tests.  Rarely exhibit behavior problems because

they are eager to please.  Liked by teachers and peers.  Type I’s get bored with school and learn to

work the system to get by with as little effort as possible.

 Because The Successful learns to work the system, Goertzel and Goertzel concluded that “the brightest children in the classroom may become competent but unimaginative adults who do not fully develop their gifts and talents. It seems that these children have lost both their creativity and autonomy.”

 Gifted kids that underachieve in college and adulthood come from this group.

 Because they seek teacher/coach approval, The Successful is outstanding in all areas of UIL Academic competition.

 They will thrive when given   Time for personal interests   Opportunities to be intellectual with peers   In-depth studies   The development of independent learning skills

 They are divergently gifted and are often unidentified by standard GT programs.

 Type II’s possess a high degree of creativity.  Are often seen as obstinate, tactless and/or

sarcastic.  Question authority/challenge teachers.  Teachers/Adults find them irritating,

rebellious and often engage them in power struggles.

 Peers find them entertaining but may not view them as gifted.

  The Challenging has a high drop-out risk.   Because of their high verbal skills and

willingness to challenge authority, they do well as Debaters and Speakers. They can even flourish in an OAP setting.

 They will thrive when given   Tolerance   Direct and clear communication   In-depth studies   Placement with the appropriate teacher

 Generally, these are middle school girls. If a boy goes “underground”, it is in high school and is typically in response to the pressure to participate in athletics.

 The Underground would rather deny their gifts and be accepted by non-gifted peers than to standout as gifted and “different”.

 They frequently feel insecure and anxious.  Teachers/Adults view them as unwilling to

take risk and often “push” them into participation.

 Peers view them as quiet/shy.

 Because of their quiet/shy nature and unwillingness to standout in a group, The Underground is best served in the testing areas of a UIL program or behind the scenes of an OAP.

 They will thrive when given   Acceptance of “underground” nature with

minimal “pushing” to be more   Time with peers that are also GT and/or

successful in an area

 The Dropout is very angry with adults and with themselves because the system has failed to meet their needs for many years.

 They feel rejected.  Interests fall outside the realm of typical

curriculum.  They feel adults are angry with them and

peers are judgmental.  They are seen as loners, dropouts or air

heads.

 Because of traditional programming is no longer effective with The Dropout, they require a close working relationship with an adult they can trust.

 They will thrive when given   Nontraditional study skills   In-depth studies   Alternative out of class learning experiences

 Type V refers to gifted kids that are physically or emotionally handicapped in some way, or who have learning disabilities.

 They are often not recognized by traditional GT programs.

 They often feel discouraged, frustrated, rejected, helpless and/or isolated.

 Teachers/Adults view them as helpless or average.

 Peers view them as “weird” or “dumb”.

 Because The Double-Labeled is often seen only for their disability, UIL is the perfect environment for them to “re-create” themselves.

 They will thrive when given   Alternative learning experiences   Needed resources   Time to be with peers   Investigations and explorations

 Very similar to Type I – HOWEVER - Type VI does not “work the system” – they make the system work for them.

 They create learning opportunities for themselves.

 Well respected by both adults and peers.  Serve in leadership capacities at school and

in the community.  Independent and self-directed.  Accept themselves and are willing to take

risks.

 Once The Autonomous Learner learns of UIL Academics, they will seek out UIL Activities on their own. They may request more information about every event, but they will determine for themselves which events to do.

 They will thrive when given   Accelerated and enriched curriculum   Long-term integrated plan of study   In-depth studies   Investigations and explorations

Information for today’s presentation comes from the Davidson Institute for Talent Development and from the book, Genius Denied, How to Stop Wasting Our Brightest Young Minds by Jan and Bob Davidson.