Teaching Students Who are Gifted. Part 1: What is the nature of giftedness?/ Some theories and definitions. Historically, gifted identified by excellence in linguistic or logical mathematical realms Terms Used : Gifted/ Talented, Gifted, Talented , Specific / General, Advanced Learners.
- B.C: “Possess demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity or the skills associated with specific disciplines”
- US: “gifted” are “children with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment.”
-above average intellectual ability,
-interaction may result in giftedness in general performance areas such as mathematics, philosophy, religion or visual arts, or in the performance areas as specific as cartooning, map-making, play-writing, advertising or agricultural research.
Key Three Characteristics: also the later recollections are often unusually intense or vivid. Dr. Joseph Renzulli, University of Connecticut
Above Average Intelligence
* Questioning; very curious about many topics
* Has many ideas (fluent)
* Sees things in varied ways (flexible)
* Offers unique or unusual ideas (original)
* Adds details; makes ideas more interesting (elaborates)
* Transforms or combines ideas
* Sees implications or consequences easily
* Risk-taker; speculates
* Feels free to disagree
* Finds subtle humour, paradox or discrepancies
- Perseveres; does not give up easily
- Completes, shares products
- Eager for new projects and challenges
- Assumes responsibility
have a long attention span identify student potential in a variety of ways and to develop multiple programming options to meet each student's unique needs
-general intellectual ability
-specific academic aptitude
-creative or productive thinking
-visual or performing arts
working with adults or older students
Psychomotor environment are normal only within the context of an understanding of the gifted. Without that understanding, they may be used to label the student as ADD/ADHD.
intensity is a surplus of energy.
Children with a dominant psychomotor overexcitability are often misdiagnosed with ADHD since characteristics are similar.
* Rapid speech environment are normal only within the context of an understanding of the gifted. Without that understanding, they may be used to label the student as ADD/ADHD.
* Impulsive behavior
* Compulsive talking
* Compulsive organizing
* Nervous habits and tics
* Preference for fast action and sports
* Physical expression of emotions
The primary sign of this intensity is a heightened awareness of all five senses: sight, smell, taste, touch, and hearing.
Children with a dominant sensual overexcitability can get sick from the smell of certain foods or as toddlers may hate to walk on grass in their bare feet. The pleasure they get from the tastes and textures of some foods may cause them to overeat.
* Appreciation of beauty, whether in writing, music, art or nature. Includes love of objects like jewelry
* Sensitive to smells, tastes, or textures of foods
* Sensitivity to pollution
* Tactile sensitivity (Bothered by feel of some materials on the skin, clothing tags)
* Craving for pleasure
* Need or desire for comfort
This intensity is the one most recognized in gifted children.
It is characterized by activities of the mind, thought and thinking about thinking.
Children who lead with this intensity seem to be thinking all the time and want answers to deep thoughts.
Sometimes their need for answers will get them in trouble in school when their questioning of the teacher can look like disrespectful challenging.
* Deep curiosity school when their questioning of the teacher can look like disrespectful challenging.
* Love of knowledge and learning
* Love of problem solving
* Avid reading
* Asking of probing questions
* Theoretical thinking
* Analytical thinking
* Independent thinking
* Concentration, ability to maintain intellectual effort
The primary sign of this intensity is the free play of the imagination. Their vivid imaginations can cause them to visualize the worst possibility in any situation. It can keep them from taking chances or getting involved in new situations.
* Vivid dreams school when their questioning of the teacher can look like disrespectful challenging.
* Fear of the unknown
* Good sense of humor
* Magical thinking
* Love of poetry, music and drama
* Love of fantasy
* Imaginary friends
* Detailed visualization
The primary sign of this intensity is exceptional emotional sensitivity. Children with a strong emotional overexcitability are sometimes mistakenly believed to have bipolar disorder or other emotional problems and disorders. They are often the children about whom people will say, "He's too sensitive for his own good."
* Extremes of emotion school when their questioning of the teacher can look like disrespectful challenging.
* Feelings of guilt and sense of responsibility
* Feelings of inadequacy and inferiority
* Timidity and shyness
* Concern for others
* Strong memory for feelings
* Problems adjusting to change
* Need for security
* Physical response to emotions (stomach aches caused by anxiety, for example
* Get bored with routine tasks.
* Resist changing away from interesting topics or activities.
View the video clip know-it-all; or procrastination, risking, need to make life difficult in order to feel like a hero
How many passes does the white team make?
The answer was 13. know-it-all; or procrastination, risking, need to make life difficult in order to feel like a hero
But did you see the…….?
1) Pace of Learning
2) Opportunities for Scope/Depth of Understanding
3) Engaging Curriculum:
- follow interests and passions
1) not academic burnout or gaps
2) not negative social emotional
-early entrance to school, grade skipping (gr. 3-6)
-acceleration in Math; early admission to College
-requires flexible placement, diagnostic assessment, commitment of Admin and teachers
a. Broad Based Themes
b. Tiered activities (according to readiness)
c. Analogy/ Metaphors/Similes
d. Succinct to Elaborate
( bumper sticker/ 7 word lifestory to elaboration
e. Open-Ended Curriculum/Activities
f. Independent Study (Make a contract with
g. Problem-Based Inquiry
c. -Analogy/ Metaphors/Similes organizer. A theme can span several disciplines and give rise to the study of many topics. The content of the curriculum, the thinking and research skills used, and the end product of the investigation are taken into consideration in the development of the theme and related lessons.
d) Succinct to Elaborate organizer. A theme can span several disciplines and give rise to the study of many topics. The content of the curriculum, the thinking and research skills used, and the end product of the investigation are taken into consideration in the development of the theme and related lessons.
(bumper sticker/ 6 word lifestory to
(Make a contract: steps/dates/expectations/
-Problem Based Inquiry
a. Choice boards (or have as
b. Current events connections
(Make a contract: steps/dates/expectations/
fill in the blanks on study guide