Characteristics of gifted students

CHARACTERISTICS

OF

GIFTED

AND

TALENTED

STUDENTS

2008

Gifted and talented students may exhibit positive and/or negative

characteristics.

Positive characteristics include --

Intellectual

ABILITY

•Uses advanced reasoning skills •Has extensive and detailed memory •Answers questions in detail •Wants to learn and is very curious •Makes logical inferences, draws conclusions based on sound reasoning•Understands abstract ideas and complex concepts •Learns new information quickly•Applies prior knowledge to problem solving

I.Q. Scales

Highly Gifted student 145-159

Moderately Gifted student 130-144

Mildly Gifted student 115-129

The average I.Q. is 100.

ACADEMIC

ABILITY

•Has an intense, sustained interest •Completes academic work correctly/unassisted •Contributes to academic discussions •Excels in one or more subject areas •Has hobbies/collections related to field •Has an inquisitive nature and

asks relevant questions •Demonstrates knowledge of facts in one or more academic areas•Demonstrates knowledge about current

events

Creative

ability

•Has active imagination •Is emotionally sensitive (i.e. to beauty) •Brings inventive/innovative approach to

problems •Generates “what if” questions •Experiments with ideas •Is a nonconformist, uninhibited in expression, adventurous •Is a risk taker •Comfortable not having the “correct”

answer •Constructs jokes, clever plays on words, ironic observations

Artistic Talent …specialized

•Produces imaginative/original art •Appreciates subtle variations in artistic products or performances •Seems to pick up skills in the arts with little

or no instruction •Art performance/products marked by detail, complexity, richness •Concentrates for long periods of time on artistic projects •Expresses emotion in art •Communicates effectively via artistic media

Leadership Leadership AbilityAbility

•Acts responsibly in social situations •Has a cooperative attitude •Projects positive image to peers •Earns respect and trust of others •Is self-confident •Gets others to work together •Maintains on-task focus •Takes charge in group situations •Is visionary – has a holistic view •Can do backwards planning

MOTIVATION

•Shows pride in work •Wants to perform at highest possible

level •Reacts to challenges enthusiastically •Approaches situations expecting to do

well •Places high value on mastery •Works tenaciously, not easily discouraged •Sets challenging goals •Strives to improve •Attempts tasks above current skill level

How Can I Tell The Difference Between

High Achievers &

Gifted Students?

HIGH ACHIEVERS…

Know the Answers

Enjoy School

Grasp Meaning

Copy Accurately

Have Good Ideas

Absorb Information

Achieve Mastery in

3-8 Repetitions

GIFTED STUDENTS…

Ask the questions

Enjoy Learning

Draw Inferences

Create New Designs

Have Unexpected Ideas

Manipulate Information

Achieve Mastery in

1-2 Repetitions

Negative Characteristics

• Some characteristics of gifted students often keep them out of G/T programs. This can be related to teacher misidentification.

• Teachers tend to identify “teacher-pleasers” as gifted and ignore some gifted kids with “annoying” behaviors.

General Definition of a Teacher Pleaser

A Teacher Pleaser is a student who has and/or does all the nice, pleasing, helpful, and considerate things in class as well as bails you out of uncomfortable situations when possible. This student achieves high grades in class AND scores in the 90th percentile or above on standard achievement tests. Teacher Pleasers may vary from class to class.

“Teacher Pleaser or Gifted?

Where is Plymouth Rock?

I am not Presently at L iberty to Divulge that Information, as it might Compromise our agents in theField.

I understand my Tests are Popular reading in the Teachers’ Lounge.

“The extremely bright or the creative, curious, and questioning students, who may be stubborn, rule-breaking, egotistical or otherwise

high in nuisance value, may not be the teachers’ favorites, but they sometimes are the most gifted.” Gary Davies and Sylvia Rimm

When did the Pilgrims land at Plymouth Rock?

1620

A s you can see, I ’ve M emorized this utterly useless fact long enough to pass a test Question. I now intend to Forget it Forever. You’ve taught me nothing except how to cynically manipulate the system. Congratulations.

A more thought provoking A nswer was Definitely Called For.

Negative Characteristics of Creativity

• Being bored with routine tasks, refusing to do rote homework.

• Not being interested in details, handing in messy work

• Making jokes or puns at inappropriate times

Negative Characteristics of Motivation

• Being emotionally sensitive, overreacting, getting angry easily, or crying if things go wrong

Negative Characteristics of Critical Thinking

• Being self-critical and impatient with failure

• Being critical of others, even of the teacher

General Definition of a Potentially Gifted Student

A Potentially Gifted student is a student who is pleased with original work, right or wrong, and who is strongly opinionated regarding moral issues. This student may also possess all, some or none of the labels associated with the Teacher Pleaser.

Teacher Pleaser…

Knowledgeable

Completes all work

Writes well

One of the first to respond

Asks “safe” questions

Time is important

Potentially GIFTED STUDENT…

Has much factual information

May not show neatness or order in work

Anticipates outcomes

May disagree with teacher or textbook answers

May frequently respond in an elaborate manner

May not want to stop working on a task

OVER-Achievers

Are Typically

TEACHER-PLEASERS (They turn in homework…)

…

Many Gifted Kids

Are NOT!(Homework? What homework?)

A Matter of Perspective

CHARACTERISTICS OF Giftedness

in Persons with Disabilities … and other challenges

Characteristics of Intellectually and Academically Gifted/ Physically Disabled Youth • Advanced lexicon • Broad knowledge base • Advanced memory skills • Excellent abstract-thinking skills • High level of determination • Curiosity • Creative problem-solving skills • Nontraditional means of expression to convey intellectual ability • Ability to compensate for disability • Preference for gifted programs • Forceful personality • Perfectionism • High level of emotional stress, self-criticism, and dissatisfaction with society

Stephen Hawking

Characteristics of Creatively and

Artistically Gifted/ Physically Disabled Youth

• Sense of humor • Adjustment skills • Swift comprehension of

new ideas • Active imagination • Artistic/Visual appreciation • Precocious ability to gain

new theoretical perspectives

Mattie Stepanek

Characteristics of Gifted/Visually

Impaired Gifted Youth • High task commitment • Perceptive to the environment • Precocious ability to learn Braille/Computer Skills • Love of reading • Creative thought process • Tendency to work on grade level • Strong communication skills

Helen Keller

Characteristics of Gifted/Hearing

Impaired Youth • Tendency to work on

grade level • Good sense of humor • Intuition • Poor speaking ability • Ingenious problem-solving skills • Clearly symbolic language capabilities • No literal explanations

necessary

Heather Whitestone

Characteristics of Gifted/ADHD Youth

• Inattentiveness • Impulsive/hyperactive

conduct • Eagerness • Compassion • Fidgetiness • Minimal need of sleep • Strong-mindedness

since early childhood • Difficulty with lengthy

assignments

Many Characteristics Of The Highly Creative Are ALSO Characteristics of ADHD

Inattention and Daydreaming Sensation Seeking

Inability to Finish ProjectsHyperactivity

Enthusiasm and PlayfulnessDifficult TemperamentDeficient Social Skills

Hypersensitivity to StimulationMood Swings

General Characteristics of Gifted/Low Socio-Economic Youth

• High mathematical abilities • Imaginative storytelling, using

language rich in imagery• Sense of humor• Resourcefulness: the ability to

solve problems by ingenious methods • Alertness, curiosity•Originality and creativity in thinking • Leadership ability in peer group • Ability to generalize learning to

other areas and to show relationships among

apparently unrelated ideas• Initiative and eagerness to do

new things

Barbara Clark, Growing Up Gifted, sixth ed.

Maya Angelou

Photo/David (News Service Umberger)

Gifted Characteristics Associated with ESL (English as Second Language) Students

• Reads two grades above in native language• Has advanced knowledge of idioms and native dialects with

ability to translate and explain meanings• Keeps busy and entertained, especially by imaginative

games and ingenious applications• Exhibits leadership ability, although in an unobtrusive

manner; often best observed in non-traditional settings, e.g. playground, church, home, sports, clubs

• Accepts responsibilities at home normally reserved for older children

• Enjoys intelligent and/or effective risk-taking behavior, often accompanied by a sense of drama

• Demonstrates a strong sense of pride in cultural heritage• Eagerly shares native culture

Even “more” Characteristics

That Conceal

Giftedness

“Questionable” HUMOR

–bizarre, absurd, cynical, inappropriate

Sometimes obsessed with Specific Interest

Area and Nothing Else

--often unusual interest

--passionate

--sometimes fleeting

Once they completely

SATURATE their focus,

they move on

to something new

Frustration with

inability to master certain

academic skills

DISRUPTIVE

Classroom

Behavior

Daydreaming

Lack of Concentration

Not Listening

“If it can’t be perfect I won’t do it at all, or I’ll intentionally do a poor job. I’d rather have a “zero” than a “B” or “C.”

Perfectionism

In the Classroom Some Gifted Kids –

•Can easily become bored with routine assignments. •May want to do things his/her own way—why not?

•Can become a real pest. •May notice the teacher’s lack of inconsistency with “But you said we should always…” •May not always pay close attention to directions. •Can make jokes at adults’ expense.  Not everyone

appreciates this. • Sometimes TOO innovative.

•Restless, inattentive, disturbing others

• Poor in Spelling, careless in handwriting, inaccurate in Math because they are

impatient with details requiring rote learning or drill.

• Lackadaisical in completing or handing in assignments and can be indifferent to

classroom work when not interested.

• Outspokenly critical of both themselves and others, an attitude which often alienates

adults as well as peers.• Can become too bossy and be unwilling to

listen to the opinions of others.

Super Sensitivity

Lack of Organization

al Skills

LOW SELF-

ESTEEM

Absence of

Social Skills

With

Peers

The Chameleon

This student masks his abilities for many reasons –

peer pressure, fitting in, the “Sport’s JOCK” syndrome.

Sadly, many of the chameleons secretly

long to learn and pursue their unique interests.

Underachievement is common affecting 20% to 50% of gifted students

Most Potentially Gifted Students Who Underachieve -

• Encounter external and internal barriers in school and self

• Have not had opportunities to understand their interests, strengths, styles, and deficits

• Fear failure so do not take risks

• May feel powerless due to age and maturity to make changes

The child who does well in school, gets good grades, wins awards, and “performs” beyond the norm is considered talented.

The child who does not, no matter what

his innate intellectual capacities or developmental level, is less and less likely to be identified, less and less likely to be served.

More and more, “gifted” is perceived as synonymous with (and limited to) academic achievement.

There is no ONE indicator of giftedness.

Gifted and talented children are found in expected AND unexpected

places.

However, it is important to always remember that…

the gifted child

is a CHILD First!

Acknowledgements

• Patricia Hesse – Gifted/Talented Coordinator, grades 2-12 for Weiner Public Schools, Arkansas (slide format)

• Shirley Kohl – CMS Elementary Talent Development Specialist (revision, editing)

• Sally Reis – Professor & department head of Educational Psychology at the University of Connecticut (research)

• Linda Silverman – Leading expert in the field of gifted education and author of Counseling the Gifted and Talented (research)

• Susan K. Johnsen – Professor in Department of Educational Psychology at Baylor University. Director of Ph.D. Program and programs related to gifted and talented education. (research)

• E. Susanne Richert – Director, federal contract on national identification methods (research)