Monday, October 30, 2006
Lesson 2 Characteristics of the gifted
Characteristics of Gifted Children Lesson 1, cont.
What does a “gifted child” look like? Act like?
What are the characteristics of Gifted Children ?
High Achiever or Gifted?
Of all the children you have taught, what characteristics in a child made you think of them as “gifted”?
Second Exercise for the GT course: Read and think about all these definitions of "Gifted Children". Then write in your journal or as an essay your own idea of what constitutes a "gifted child" based on your exerperience and understanding. Do you agree or disagree with the common definitions?
Annette
Labels are unimportant until you realize that people still use them and sometimes not in the same way
ASKING "WHAT IS a gifted child?" is a good question to start with.
The label "gifted" is considered by many to be unfortunate, with its connotations of good fortune and superiority, and more significantly its implied labelling of others as "ungifted". But it has nonetheless been commonly used in academic literature and in general conversation - in the latter field it has of course been abused as well.
A definition constructed by the NSW Parents and Citizens Association and accepted by their 2000 Annual Conference expresses it this way:
"Gifted/talented children are those children who possess an untrained and spontaneously expressed natural ability in at least one ability domain significantly beyond that typically seen in children of the same age. Giftedness comes in many forms and levels. It is found in students of all socio-economic groups, and of diverse personalities and backgrounds. It can be combined with other exceptionalities/special needs such as learning disabilities, socio-economic disadvantage, geographic isolation, Aboriginality and having English as a second language."
Note the emphasis on potential rather than achievement as the defining characteristic. There may be many constraints that prevent the potential from being realized, such as those mentioned in the last sentence above. Of course, the emphasis on potential or natural ability, raises the question of how this can be detected or measured.
The United States Office of Education definition (Marland 1982) suggests gifted and talented students are those "who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realise their contribution to self and society".
The last element, that of the need of this group of children for differentiated educational response, is of course the prime reason why gifted children need the label - it is not a label to be worn proudly as if earnt, but rather an indication of special need, even if this special need is different from those who are more often associated with the "special needs" label.
The same source suggests demonstrated achievement or potential ability can be in:
• general intellectual ability
• specific academic aptitude
• creative or productive thinking
• leadership ability
• visual and performing arts
• psychomotor abilities
This idea of different types of gifts has been developed by Howard Gardner in his theory of multiple intelligences. The key point is to realise that gifts and gifted children don't all come in the same box, their gifts and talents may be across many fields or particular to one. And gifted children can have learning difficulties or disabilities too. A child may have an extraordinary talent in reading and comprehension but need remediation in mathematics. Indeed some of the more difficult (perhaps tragic) cases of a child unable to find an educational fit occur when he or she is gifted and suffers specific learning difficulties at the same time. These Gifted Learning Disabled (GLD) children often have neither of their needs met - their erratic performance is neither superior enough or depressed enough to gain them access to special provisions that might alleviate their frustrations and often low self-esteem.
Gifted and talented students can show the same diversity of personalities and learning styles as other groups of students. They too, for example, can be inhibited and slow to respond. Some may be exceptionally or profoundly gifted in one or more areas. Consequently the "gifted" label covers a wide range of student abilities and needs and any one standard "gifted program" may well not meet a particular gifted child's needs - ideally an appropriately tailored program should start with an appraisal of the needs of that child.
Characteristics of gifted children
Often the earliest identification of gifted children takes place by simple observation of the child's behaviour by an educational professional, a parent or friend. Far from undermined by being subjective, identification by characteristic traits is generally accurate, and is less intrusive or conspicuous than other methods. It also readily allows types of giftedness to be detected, and is often valuably used with young children. Nonetheless subjective elements are certainly involved particularly in comparisons with other children of the same age.
The following lists were adapted from one compiled from various sources. Note it is not expected that any gifted child will show all the traits listed in any section.
Characteristic traits are listed by broad category of giftedness. These are:
• general intellectual ability
• specific academic aptitude
• creative thinking and production
• leadership
• psychomotor ability
• visual and performing arts
General intellectual ability
• is an avid reader
• has avid interest in science or literature
• provides very alert, rapid answers to questions
• has a wide range of interests
• is secure emotionally
• is venturesome, wanting to do new things
• tends to dominate peers or situations
• is an entrepreneur - readily makes money on various projects or activities
• needs little outside control - applies self discipline
• is resourceful - solving problems by ingenious methods
• is creative in new ideas, seeing associations, pursuing innovations
• displays a great curiosity about objects, situations or events
• has the capacity to look into things and be puzzled
• is involved with many exploratory type activities
• reveals originality in oral and written expression
• is perceptually open to his or her environment
• displays a willingness to accept complexity
• has the capacity to use knowledge and information other than to memorise
• shows superior judgement in evaluating things
• is a good guesser
• makes good grades in most subjects
• learns rapidly, easily and efficiently
• uses a lot of commonsense
• retains and uses information which has been heard or read
• uses a large number of words easily and accurately
• asks many questions of a provocative nature
• has a power of abstraction, conceptualisation and synthesis
• has an interest in cause-effect relations
• has a liking for structure, order and consistency
• has a power of concentration, an intense attention that excludes all else
• is persistent
• has a high energy level
• is independent
• is friendly and outgoing
Specific academic aptitude
• shows similar characteristics to general intellectual ability but concentrated around one or a few fields
• has a long attention span in areas of interest
• learns rapidly, easily and with less repetition in one or a few specific areas (probably not all subject areas)
• likes or loves one or a few areas of knowledge
• likes to study some subjects more than others
• spends time voluntarily beyond ordinary assignments on projects of interest to him or her
• is able to extend learning from these key areas to various situations somewhat unrelated in orientation
• is able to show broad perspective on one or more subject areas
• is able to judge own and others' relative abilities in key areas of interest
• seeks assistance of others beyond his or age peers in extending knowledge in areas of interest
Creative thinking and production
• is fluent in producing and elaborating on ideas
• makes unusual associations between remote ideas
• is flexible in thinking patterns
• senses when problems exist
• acts spontaneously, intuitively
• tolerates ambiguity and uncertainty
• senses inconsistencies and discontinuities
• readily guesses and makes hypotheses
• juggles or redefines elements of a problem or task
• can show intense concentration on a task
• retains own ideas in a discussion or collaboration
• provides mulitple solutions or responses to problems
• is uninhibited in expression, sometimes radical
• is intellectually playful, interested in fantasy, imagination
• always trying to adapt or improve things
• has a keen sense of humour, seeing humour in situations others don't
• doesn't mind being different
• doesn't accept authoritarian pronouncements without own judgement
• asks provocative questions, challenges parents, teachers, written and other authorities
• is bored with memorisation and recitation
• displays energy, somtimes disruptively
• produces unexpected, sometimes "silly" responses
• is considered, and perhaps resented, by some peers as "crazy"
• can show unusual degrees of originality, concentration and persistent hard work on projects that capture their interest and imagination
Leadership
• can stimulate and arouse others
• organises others
• recognises skills and abilities possessed by others
• interacts with others easily showing social skills
• recognises and can articulate the goals of a group
• can articulate ideas clearly
• can listen to others empathetically
• understands how people feel and how groups function
• can give directions clearly and effectively
• exercises authority reliably and responsibly
• can adopt non-leadership roles within a group
• can establish the mood of a group
• supports others in a group when appropriate
• can coordinate the work of several individuals
• is often asked for ideas and suggestions
• is looked to by others when something must be decided
Psychomotor ability
• is rhythmic
• is athletic
• likes to play physically
• has a suitable body build
• is coordinated, balanced and confident in physical activities
• is inventive in constructing or modifying games
• is energetic
• is able to understand the intellectual aspects of psychomotor activities
• demonstrates endurance, stamina and persistence in physical activities
• demonstrates prowess in physical activities common amongst age peers
Visual and performing arts
Music
• has good sense of rhythm
• is well-coordinated
• discriminates musical and other sounds well
• understands musical relationships
• enjoys musical activities and demonstrates musical feeling
• shows tonal memory
• responds readily to rhythm, melody and harmony
• uses music to express feeling or experience
• makes up original tunes
• enjoys dance and dramatic activities with musical elements
Dramatics
• demonstrates interest and enjoyment in dramatic activities
• readily shifts into role of another character, animal or object
• uses voice to reflect changes in mood
• demonstrates understanding of conflict when acting out a dramatic event
• communicates feelings by means of facial expressions, gestures and bodily movements
• enjoys evoking emotional responses from listeners
• demonstrates ability to dramatise feelings and experiences
• brings a dramatic situation to a climax with a well-timed ending when telling a story
Art
• draws a variety of objects
• puts depth into drawing, showing planning and good proportion
• treats art seriously and enjoys it
• shows originality in modes of undertaking art
• is willing to try out new materials and experiences
• pursues art in spare time
• uses art to express feelings and experiences
• is interested in other people's art, both appreciating it and criticising it
• likes to model three dimensionally with clay, soap carving, plasticine etc
Last updated: 3/8/00
Copied from website 10-6-01
LOOK FOR: What is a gifted child? | Gifted education resources index | Education index | Austega home
Inquiries regarding this page to Austega Pty Ltd ABN 99 002 361 748
Bright Child or Gifted Learner?
HIGH ACHIEVER OR GIFTED STUDENT?
THE BRIGHT CHILD: WHILE THE GIFTED LEARNER:
Is interested Is highly curious
Is alert Keenly observant
Has good ideas Has wild, silly ideas
Works hard Plays around, yet tests well
Answers the questions as asked Discusses answers in detail, elaborates Grasps the meaning Draws inferences
Absorbs information Manipulates information
Good memorizer Good guesser
Listens with interest Shows strong feelings and opinions
Knows the answers Asks the questions
Is receptive Is intense
Is placed in top groups Is beyond the top groups
Learns with ease Already knows
Understands ideas Constructs abstractions
Completes assignments Initiates projects
Needs 6-8 repetitions for mastery Needs 1-2 repetitions for mastery
Enjoys peers Prefers adults
Copies accurately Creates a new design
Enjoys school Enjoys learning
Technician Inventor
Enjoys straightforward, Thrives on complexity
sequential presentation
Is pleased with own learning Is highly self-critical
A. Houston, 1-5-98
Adapted from “Challenge”, Good Apple,Inc. Issue 34, 1989, p. 4.
How do I tell if he/she’s gifted?
How do behaviors help me recognize a Gifted Child?
Do I have someone who learns the first time I tell him/her something?
Is there someone who surprises me when he/she brings in a project ?
Is there someone who always wants to comment on how this or that fact relates to something else they’ve read or seen?
Some who knows a lot about general subjects or specific categories?
Is there someone who waltzes around the room instead of walking normally?
Someone who hums all the time?
Someone who drums on the desk with a pencil or ruler or even his/her fingers?
Does someone constantly ask why? Or how?
Do you have a student who wants “to be alone” to work?
Is there someone who sees a lot of ways to do something? Who’s mind is always working?
Is there someone who doesn’t stop with the answer you expect, but adds more - either in pictures or words?
State Dept of Education Gifted and Talented
wanda.monthey@maine.gov
What is a Gifted Child? - trying to define the beast
A good question to start with. The word "gifted" has been defined differently by different academics and practitioners and is often considered by many to be an unfortunate term, but it has become generally associated with a child whose potential in one or more areas of skill would place him or her in the top 2-5% of children of the same age. Notice that this does not assume a narrow view of academic intelligence - the areas of skill can be traditionally academic, or creative, intrapersonal etc.
A United States Office of Education definition (Marland, 1982) suggests gifted and talented students are those "who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realise their contribution to self and society".
The same source suggests demonstrated achievement or potential ability can be in:
• general intellectual ability
• specific academic aptitude
• creative or productive thinking
• leadership ability
• visual and performing arts
• psychomotor abilities
This idea of different types of gifts has been developed by Howard Gardner in his theory of multiple intelligences. The key point is to realise that gifts and gifted children don't all come in the same box, their gifts and talents may be across many fields or particular to one. And gifted children can have learning difficulties or disabilities too. A child may have an extraordinary talent in reading and comprehension but need remediation in mathematics or therapy to assist writing skills. Indeed some of the more difficult (perhaps tragic) cases of finding an educational fit for a child occurs when they are gifted and suffer specific learning difficulties at the same time. These Gifted Learning Disabled (GLD) children often have neither of their needs met - their erratic performance is neither superior enough or depressed enough for them to gain them access to special provisions that might alleviate their frustrations and often low self-esteem.
Gifted and talented students can show the same diversity of personalities and learning styles as other groups of students. They too, for example, can be inhibited and slow to respond. Some may be exceptionally or profoundly gifted in one or more areas. Consequently the "gifted" label covers a wide range of student abilities and needs and any one standard "gifted program" may well not meet a particular gifted child's needs - an appropriate program should start with an appraisal of the needs of that child.
Taking the many areas in which gifts and talents might lie into account possibly some 10-15% of the overall population could be considered "gifted" in one or more areas. Gifted children are not rare. Highly gifted children are rarer, and exceptionally and profoundly gifted children much more so - and may not have their needs adequately met even when gifted programs exist.
Identification
© NSWAGTC 2001
Recognizing the Characteristics of Gifted Children
ERIC Clearinghouse on Handicapped and Gifted Children (1985) cites three types of characteristics of gifted children: general behavioral, learning, and creative characteristics.
General Behavior Characteristics
Gifted children's behavior differs from that of their age-mates in the following ways:
• Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school.
• Gifted children often read widely, quickly, and intensely and have large vocabularies.
• Gifted children commonly learn basic skills better, more quickly, and with less practice.
• They are better able to construct and handle abstractions.
• They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.
• They take less for granted, seeking the "hows" and "whys."
• They can work independently at an earlier age and can concentrate for longer periods.
• Their interests are both wildly eclectic and intensely focused.
• They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.
• They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.
• They like to learn new things, are willing to examine the unusual, and are highly inquisitive.
• They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.
• They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude.
Learning Characteristics
Gifted children are natural learners who often show many of these characteristics:
• They may show keen powers of observation and a sense of the significant; they have an eye for important details.
• They may read a great deal on their own, preferring books and magazines written for children older than they are.
• They often take great pleasure in intellectual activity.
• They have well-developed powers of abstraction, conceptualization, and synthesis.
• They readily see cause-effect relationships.
• They often display a questioning attitude and seek information for its own sake as much as for its usefulness.
• They are often skeptical, critical, and evaluative. They are quick to spot inconsistencies.
• They often have a large storehouse of information about a variety of topics, which they can recall quickly.
• They readily grasp underlying principles and can often make valid generalizations about events, people, or objects.
• They quickly perceive similarities, differences, and anomalies.
• They often attack complicated material by separating it into components and analyzing it systematically.
Creative Characteristics
Gifted children's creative abilities often set them apart from their age-mates. These characteristics may take the following forms:
• Gifted children are fluent thinkers, able to generate possibilities, consequences, or related ideas.
• They are flexible thinkers, able to use many different alternatives and approaches to problem solving.
• They are original thinkers, seeking new, unusual, or unconventional associations and combinations among items of information.
• They can also see relationships among seemingly unrelated objects, ideas, or facts.
• They are elaborate thinkers, producing new steps, ideas, responses, or other embellishments to a basic idea, situation, or problems.
• They are willing to entertain complexity and seem to thrive on problem solving.
• They are good guessers and can readily construct hypotheses or "what if" questions.
• They often are aware of their own impulsiveness and irrationality, and they show emotional sensitivity.
• They are extremely curious about objects, ideas, situations, or events.
• They often display intellectual playfulness and like to fantasize and imagine.
• They can be less intellectually inhibited than their peers are in expressing opinions and ideas, and they often disagree spiritedly with others' statements.
• They are sensitive to beauty and are attracted to aesthetic values.
What does a “gifted child” look like? Act like?
What are the characteristics of Gifted Children ?
High Achiever or Gifted?
Of all the children you have taught, what characteristics in a child made you think of them as “gifted”?
Second Exercise for the GT course: Read and think about all these definitions of "Gifted Children". Then write in your journal or as an essay your own idea of what constitutes a "gifted child" based on your exerperience and understanding. Do you agree or disagree with the common definitions?
Annette
Labels are unimportant until you realize that people still use them and sometimes not in the same way
ASKING "WHAT IS a gifted child?" is a good question to start with.
The label "gifted" is considered by many to be unfortunate, with its connotations of good fortune and superiority, and more significantly its implied labelling of others as "ungifted". But it has nonetheless been commonly used in academic literature and in general conversation - in the latter field it has of course been abused as well.
A definition constructed by the NSW Parents and Citizens Association and accepted by their 2000 Annual Conference expresses it this way:
"Gifted/talented children are those children who possess an untrained and spontaneously expressed natural ability in at least one ability domain significantly beyond that typically seen in children of the same age. Giftedness comes in many forms and levels. It is found in students of all socio-economic groups, and of diverse personalities and backgrounds. It can be combined with other exceptionalities/special needs such as learning disabilities, socio-economic disadvantage, geographic isolation, Aboriginality and having English as a second language."
Note the emphasis on potential rather than achievement as the defining characteristic. There may be many constraints that prevent the potential from being realized, such as those mentioned in the last sentence above. Of course, the emphasis on potential or natural ability, raises the question of how this can be detected or measured.
The United States Office of Education definition (Marland 1982) suggests gifted and talented students are those "who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realise their contribution to self and society".
The last element, that of the need of this group of children for differentiated educational response, is of course the prime reason why gifted children need the label - it is not a label to be worn proudly as if earnt, but rather an indication of special need, even if this special need is different from those who are more often associated with the "special needs" label.
The same source suggests demonstrated achievement or potential ability can be in:
• general intellectual ability
• specific academic aptitude
• creative or productive thinking
• leadership ability
• visual and performing arts
• psychomotor abilities
This idea of different types of gifts has been developed by Howard Gardner in his theory of multiple intelligences. The key point is to realise that gifts and gifted children don't all come in the same box, their gifts and talents may be across many fields or particular to one. And gifted children can have learning difficulties or disabilities too. A child may have an extraordinary talent in reading and comprehension but need remediation in mathematics. Indeed some of the more difficult (perhaps tragic) cases of a child unable to find an educational fit occur when he or she is gifted and suffers specific learning difficulties at the same time. These Gifted Learning Disabled (GLD) children often have neither of their needs met - their erratic performance is neither superior enough or depressed enough to gain them access to special provisions that might alleviate their frustrations and often low self-esteem.
Gifted and talented students can show the same diversity of personalities and learning styles as other groups of students. They too, for example, can be inhibited and slow to respond. Some may be exceptionally or profoundly gifted in one or more areas. Consequently the "gifted" label covers a wide range of student abilities and needs and any one standard "gifted program" may well not meet a particular gifted child's needs - ideally an appropriately tailored program should start with an appraisal of the needs of that child.
Characteristics of gifted children
Often the earliest identification of gifted children takes place by simple observation of the child's behaviour by an educational professional, a parent or friend. Far from undermined by being subjective, identification by characteristic traits is generally accurate, and is less intrusive or conspicuous than other methods. It also readily allows types of giftedness to be detected, and is often valuably used with young children. Nonetheless subjective elements are certainly involved particularly in comparisons with other children of the same age.
The following lists were adapted from one compiled from various sources. Note it is not expected that any gifted child will show all the traits listed in any section.
Characteristic traits are listed by broad category of giftedness. These are:
• general intellectual ability
• specific academic aptitude
• creative thinking and production
• leadership
• psychomotor ability
• visual and performing arts
General intellectual ability
• is an avid reader
• has avid interest in science or literature
• provides very alert, rapid answers to questions
• has a wide range of interests
• is secure emotionally
• is venturesome, wanting to do new things
• tends to dominate peers or situations
• is an entrepreneur - readily makes money on various projects or activities
• needs little outside control - applies self discipline
• is resourceful - solving problems by ingenious methods
• is creative in new ideas, seeing associations, pursuing innovations
• displays a great curiosity about objects, situations or events
• has the capacity to look into things and be puzzled
• is involved with many exploratory type activities
• reveals originality in oral and written expression
• is perceptually open to his or her environment
• displays a willingness to accept complexity
• has the capacity to use knowledge and information other than to memorise
• shows superior judgement in evaluating things
• is a good guesser
• makes good grades in most subjects
• learns rapidly, easily and efficiently
• uses a lot of commonsense
• retains and uses information which has been heard or read
• uses a large number of words easily and accurately
• asks many questions of a provocative nature
• has a power of abstraction, conceptualisation and synthesis
• has an interest in cause-effect relations
• has a liking for structure, order and consistency
• has a power of concentration, an intense attention that excludes all else
• is persistent
• has a high energy level
• is independent
• is friendly and outgoing
Specific academic aptitude
• shows similar characteristics to general intellectual ability but concentrated around one or a few fields
• has a long attention span in areas of interest
• learns rapidly, easily and with less repetition in one or a few specific areas (probably not all subject areas)
• likes or loves one or a few areas of knowledge
• likes to study some subjects more than others
• spends time voluntarily beyond ordinary assignments on projects of interest to him or her
• is able to extend learning from these key areas to various situations somewhat unrelated in orientation
• is able to show broad perspective on one or more subject areas
• is able to judge own and others' relative abilities in key areas of interest
• seeks assistance of others beyond his or age peers in extending knowledge in areas of interest
Creative thinking and production
• is fluent in producing and elaborating on ideas
• makes unusual associations between remote ideas
• is flexible in thinking patterns
• senses when problems exist
• acts spontaneously, intuitively
• tolerates ambiguity and uncertainty
• senses inconsistencies and discontinuities
• readily guesses and makes hypotheses
• juggles or redefines elements of a problem or task
• can show intense concentration on a task
• retains own ideas in a discussion or collaboration
• provides mulitple solutions or responses to problems
• is uninhibited in expression, sometimes radical
• is intellectually playful, interested in fantasy, imagination
• always trying to adapt or improve things
• has a keen sense of humour, seeing humour in situations others don't
• doesn't mind being different
• doesn't accept authoritarian pronouncements without own judgement
• asks provocative questions, challenges parents, teachers, written and other authorities
• is bored with memorisation and recitation
• displays energy, somtimes disruptively
• produces unexpected, sometimes "silly" responses
• is considered, and perhaps resented, by some peers as "crazy"
• can show unusual degrees of originality, concentration and persistent hard work on projects that capture their interest and imagination
Leadership
• can stimulate and arouse others
• organises others
• recognises skills and abilities possessed by others
• interacts with others easily showing social skills
• recognises and can articulate the goals of a group
• can articulate ideas clearly
• can listen to others empathetically
• understands how people feel and how groups function
• can give directions clearly and effectively
• exercises authority reliably and responsibly
• can adopt non-leadership roles within a group
• can establish the mood of a group
• supports others in a group when appropriate
• can coordinate the work of several individuals
• is often asked for ideas and suggestions
• is looked to by others when something must be decided
Psychomotor ability
• is rhythmic
• is athletic
• likes to play physically
• has a suitable body build
• is coordinated, balanced and confident in physical activities
• is inventive in constructing or modifying games
• is energetic
• is able to understand the intellectual aspects of psychomotor activities
• demonstrates endurance, stamina and persistence in physical activities
• demonstrates prowess in physical activities common amongst age peers
Visual and performing arts
Music
• has good sense of rhythm
• is well-coordinated
• discriminates musical and other sounds well
• understands musical relationships
• enjoys musical activities and demonstrates musical feeling
• shows tonal memory
• responds readily to rhythm, melody and harmony
• uses music to express feeling or experience
• makes up original tunes
• enjoys dance and dramatic activities with musical elements
Dramatics
• demonstrates interest and enjoyment in dramatic activities
• readily shifts into role of another character, animal or object
• uses voice to reflect changes in mood
• demonstrates understanding of conflict when acting out a dramatic event
• communicates feelings by means of facial expressions, gestures and bodily movements
• enjoys evoking emotional responses from listeners
• demonstrates ability to dramatise feelings and experiences
• brings a dramatic situation to a climax with a well-timed ending when telling a story
Art
• draws a variety of objects
• puts depth into drawing, showing planning and good proportion
• treats art seriously and enjoys it
• shows originality in modes of undertaking art
• is willing to try out new materials and experiences
• pursues art in spare time
• uses art to express feelings and experiences
• is interested in other people's art, both appreciating it and criticising it
• likes to model three dimensionally with clay, soap carving, plasticine etc
Last updated: 3/8/00
Copied from website 10-6-01
LOOK FOR: What is a gifted child? | Gifted education resources index | Education index | Austega home
Inquiries regarding this page to Austega Pty Ltd ABN 99 002 361 748
Bright Child or Gifted Learner?
HIGH ACHIEVER OR GIFTED STUDENT?
THE BRIGHT CHILD: WHILE THE GIFTED LEARNER:
Is interested Is highly curious
Is alert Keenly observant
Has good ideas Has wild, silly ideas
Works hard Plays around, yet tests well
Answers the questions as asked Discusses answers in detail, elaborates Grasps the meaning Draws inferences
Absorbs information Manipulates information
Good memorizer Good guesser
Listens with interest Shows strong feelings and opinions
Knows the answers Asks the questions
Is receptive Is intense
Is placed in top groups Is beyond the top groups
Learns with ease Already knows
Understands ideas Constructs abstractions
Completes assignments Initiates projects
Needs 6-8 repetitions for mastery Needs 1-2 repetitions for mastery
Enjoys peers Prefers adults
Copies accurately Creates a new design
Enjoys school Enjoys learning
Technician Inventor
Enjoys straightforward, Thrives on complexity
sequential presentation
Is pleased with own learning Is highly self-critical
A. Houston, 1-5-98
Adapted from “Challenge”, Good Apple,Inc. Issue 34, 1989, p. 4.
How do I tell if he/she’s gifted?
How do behaviors help me recognize a Gifted Child?
Do I have someone who learns the first time I tell him/her something?
Is there someone who surprises me when he/she brings in a project ?
Is there someone who always wants to comment on how this or that fact relates to something else they’ve read or seen?
Some who knows a lot about general subjects or specific categories?
Is there someone who waltzes around the room instead of walking normally?
Someone who hums all the time?
Someone who drums on the desk with a pencil or ruler or even his/her fingers?
Does someone constantly ask why? Or how?
Do you have a student who wants “to be alone” to work?
Is there someone who sees a lot of ways to do something? Who’s mind is always working?
Is there someone who doesn’t stop with the answer you expect, but adds more - either in pictures or words?
State Dept of Education Gifted and Talented
wanda.monthey@maine.gov
What is a Gifted Child? - trying to define the beast
A good question to start with. The word "gifted" has been defined differently by different academics and practitioners and is often considered by many to be an unfortunate term, but it has become generally associated with a child whose potential in one or more areas of skill would place him or her in the top 2-5% of children of the same age. Notice that this does not assume a narrow view of academic intelligence - the areas of skill can be traditionally academic, or creative, intrapersonal etc.
A United States Office of Education definition (Marland, 1982) suggests gifted and talented students are those "who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realise their contribution to self and society".
The same source suggests demonstrated achievement or potential ability can be in:
• general intellectual ability
• specific academic aptitude
• creative or productive thinking
• leadership ability
• visual and performing arts
• psychomotor abilities
This idea of different types of gifts has been developed by Howard Gardner in his theory of multiple intelligences. The key point is to realise that gifts and gifted children don't all come in the same box, their gifts and talents may be across many fields or particular to one. And gifted children can have learning difficulties or disabilities too. A child may have an extraordinary talent in reading and comprehension but need remediation in mathematics or therapy to assist writing skills. Indeed some of the more difficult (perhaps tragic) cases of finding an educational fit for a child occurs when they are gifted and suffer specific learning difficulties at the same time. These Gifted Learning Disabled (GLD) children often have neither of their needs met - their erratic performance is neither superior enough or depressed enough for them to gain them access to special provisions that might alleviate their frustrations and often low self-esteem.
Gifted and talented students can show the same diversity of personalities and learning styles as other groups of students. They too, for example, can be inhibited and slow to respond. Some may be exceptionally or profoundly gifted in one or more areas. Consequently the "gifted" label covers a wide range of student abilities and needs and any one standard "gifted program" may well not meet a particular gifted child's needs - an appropriate program should start with an appraisal of the needs of that child.
Taking the many areas in which gifts and talents might lie into account possibly some 10-15% of the overall population could be considered "gifted" in one or more areas. Gifted children are not rare. Highly gifted children are rarer, and exceptionally and profoundly gifted children much more so - and may not have their needs adequately met even when gifted programs exist.
Identification
© NSWAGTC 2001
Recognizing the Characteristics of Gifted Children
ERIC Clearinghouse on Handicapped and Gifted Children (1985) cites three types of characteristics of gifted children: general behavioral, learning, and creative characteristics.
General Behavior Characteristics
Gifted children's behavior differs from that of their age-mates in the following ways:
• Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school.
• Gifted children often read widely, quickly, and intensely and have large vocabularies.
• Gifted children commonly learn basic skills better, more quickly, and with less practice.
• They are better able to construct and handle abstractions.
• They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.
• They take less for granted, seeking the "hows" and "whys."
• They can work independently at an earlier age and can concentrate for longer periods.
• Their interests are both wildly eclectic and intensely focused.
• They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.
• They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.
• They like to learn new things, are willing to examine the unusual, and are highly inquisitive.
• They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.
• They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude.
Learning Characteristics
Gifted children are natural learners who often show many of these characteristics:
• They may show keen powers of observation and a sense of the significant; they have an eye for important details.
• They may read a great deal on their own, preferring books and magazines written for children older than they are.
• They often take great pleasure in intellectual activity.
• They have well-developed powers of abstraction, conceptualization, and synthesis.
• They readily see cause-effect relationships.
• They often display a questioning attitude and seek information for its own sake as much as for its usefulness.
• They are often skeptical, critical, and evaluative. They are quick to spot inconsistencies.
• They often have a large storehouse of information about a variety of topics, which they can recall quickly.
• They readily grasp underlying principles and can often make valid generalizations about events, people, or objects.
• They quickly perceive similarities, differences, and anomalies.
• They often attack complicated material by separating it into components and analyzing it systematically.
Creative Characteristics
Gifted children's creative abilities often set them apart from their age-mates. These characteristics may take the following forms:
• Gifted children are fluent thinkers, able to generate possibilities, consequences, or related ideas.
• They are flexible thinkers, able to use many different alternatives and approaches to problem solving.
• They are original thinkers, seeking new, unusual, or unconventional associations and combinations among items of information.
• They can also see relationships among seemingly unrelated objects, ideas, or facts.
• They are elaborate thinkers, producing new steps, ideas, responses, or other embellishments to a basic idea, situation, or problems.
• They are willing to entertain complexity and seem to thrive on problem solving.
• They are good guessers and can readily construct hypotheses or "what if" questions.
• They often are aware of their own impulsiveness and irrationality, and they show emotional sensitivity.
• They are extremely curious about objects, ideas, situations, or events.
• They often display intellectual playfulness and like to fantasize and imagine.
• They can be less intellectually inhibited than their peers are in expressing opinions and ideas, and they often disagree spiritedly with others' statements.
• They are sensitive to beauty and are attracted to aesthetic values.
# posted by MSAD 48 Gifted and Talented Program @ 12:26 PM 
