RECOGNIZING GIFTED STUDENTSAppropriate referrals for AIG Screening/Testing

COMMON MYTHS ABOUT GIFTED STUDENTSGifted Students: are a homogeneous group, all high achievers. do not need help; they can manage on their own. have fewer problems than other students. are self-directed. have social and emotional development that is at

the same level as his/her intellectual development. have families that are supportive and always value

& recognize their student’s abilities. are naturally creative and do not need any

encouragement. are easier to work with than so-called ‘regular’

students.

TRUTHS ABOUT GIFTED STUDENTSGifted Students: are often perfectionists and idealists. may be so far ahead of their chronological age that

they may know more than half of the curriculum before the school year begins.

are problem solvers; they benefit from working on open-ended, multi-disciplinary problems.

often think abstractly and may need help with concrete study and test-taking skills.

may have unrealistic, high expectations for themselves. may not have the highest grades in your class because

they are lost in their abstract thought processes. are often not the ‘perfect’ student that a teacher/parent

might expect.

A BRIGHT CHILD VS. A GIFTED LEARNER

Bright Child

Knows the Answers Is interested Is attentive Has good ideas Works hard Answers the questions Top Group Listens with interest Learns with ease

Gifted Learner

Asks questions Is highly curious Is mentally/physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings

/opinions Already knows

Source: Janice Szabos, 1989

A BRIGHT CHILD VS. A GIFTED LEARNER

Bright Child

6-8 Repetitions for mastery Understands ideas Enjoys peers Grasps meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Sequential presentation

Gifted Learner

1-2 Repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates Projects Is intense Creates new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity

Source: Janice Szabos, 1989

HOW TO SPOT A GIFTED STUDENT The Gifted Student: Asks many questions & is very

curious, possesses a large amount of information and has a good memory

Learns new information quickly,

retains information easily, displays unusual academic achievement, finishes class work quickly

Is interested in many things, becomes involved in a variety of activities, is motivated to try new things, enjoys a challenge

Demonstrates strong expressive skills, is sensitive to feelings of others, elaborates on ideas, shows skill in drama/art/music/language

But…… Easily gets off task and off topic, is

impatient when not called on in class

Is easily bored, can become disruptive in class, shows strong resistance to repetitive activities and memorization, completes work quickly, but sloppily

May resist working on activities apart from areas of interest, leaves projects unfinished, takes on too much and becomes overwhelmed

Sometimes perceived as “know-it-all” by peers, is sometimes bossy to peers in group situations

HOW TO SPOT A GIFTED STUDENT CONT… The Gifted Student Thinks independently, expresses

unique and original options, is self-motivated

Uses higher level thinking skills (analysis, synthesis, evaluation), makes connections other students do not see, considers unusual approach to problem solving

Has a strong sense of justice, likes to debate current issues & real-life problems

Has a sophisticated sense of humor, understands subtle humor, enjoys plays on words and satire

But…. Challenges authority, does not

handle criticism well, does not work well in groups

Tends to be absent minded regarding practical details, forgets homework assignments

Can be very critical of self and others, likes to argue a point, is a perfectionist and expects others to be perfect as well

Easily gets carried away with a joke, has a tendency to be the class clown

A 30 YEAR VETERAN CLASSROOM TEACHER’S 4 OBSERVATIONS REGARDING GIFTED STUDENTS Gifted children are a diverse and frequently stubborn group, who

sometimes use their intelligence to avoid being seen as intelligent.

They are competitive and enjoy being best in fields they feel confident about. However, they are reluctant to try new things for fear of failure.

The are manipulative and tell you what they think you want to hear. If they are doing poorly and believe parents will try getting them out of a tough class, they will make sure the evidence they present parents is overwhelmingly in their favor.

They resent being in classrooms where gifted students have to do more work, rather than different work.

By: Alan Haskvitz, National Teachers’ Hall of Fame

REFERRING APPROPRIATE STUDENTS FOR AIG SCREENING/TESTING Identification of gifted students can be confusing when teachers and parents

misinterpret high achievement and ‘adult-pleasers’ as giftedness

In schools where there are few students performing above grade-level, students are often referred for the gifted program simply because they are average to high-average in comparison to the rest of these students.

Advanced vocabulary and story-telling ability is another sign of verbal giftedness.

Curiosity and exceptional comprehension of scientific methods are signs of quantitative (math) giftedness.

K-2 Assessments should be carefully screened before referral for AIG testing. Students should be at least one grade level above average in reading and/or math.

An exception to the requirement of being above grade level would be students who are from lower income backgrounds and may have not had the exposure and stimulation accessible to other students. These students are recognizable as they are verbal, creative, complex problem solvers.

REFERRING APPROPRIATE STUDENTS FOR AIG SCREENING/TESTING - CONTINUEDA gifted child : may have a large vocabulary and use word that are not typically used by

his/her peers

Is able to intensely concentrate and be mentally engaged (albeit selectively)

Has a sense of humor and appreciates wit

Ponders with depth and multiple perspectives

Initiates projects and extensions of assignments

Guesses and infers well; makes interesting connections

May not be motivated by grades

Already knows….