1. G IFTED R ESOURCE

2. Bright LearnersGifted Learners Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Enjoys straightforward, sequential presentation Is alert Is pleased with own learning Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical

3. G ROUPING There are three main parts to gifted resource: Quantitative (math) reasoning Ability in understanding the elements of number theory, or the application and analysis of number problems. This reasoning also refers to how well students solve problems using numbers. Verbal Reasoning ability to understand language easily including grammar as well as creative uses of language Nonverbal Reasoning Visual-spatial learners are individuals who think in pictures rather than in words. Can be misunderstood.

4. V ISUAL -S PATIAL L EARNERS What does it mean to be gifted in nonverbal reasoning?

5. W HAT IS N ONVERBAL R EASONING ? Ability in spatial and abstract thinking Ability to solve problems using shapes and figures Items on these subtests of the Cognitive Abilities Test involve neither words nor numbers.

6. L EARNING S TYLES There are two main ways people learn Visual-spatial learners think in pictures rather than words. They have a different brain organization than auditory-sequential learners. They learn better visually than auditorally. Auditory-sequential learners think in words. They learn better by hearing information and following a logical sequence.

7. A UDITORY -S EQUENTIAL V ISUAL -S PATIAL Thinks primarily in words Has auditory strengths Step-by-step learner Usually has good organization Can show steps of work easily Progresses from easy to difficult material Relates well to time Learns by trial and error Thinks primarily in pictures Has visual strengths Whole-to-part learner Creates unique methods of organization Arrives at correct solutions intuitively Gets difficult concepts, often struggles with easy Relates well to space Learns concepts all at once

8. A UDITORY -S EQUENTIAL V ISUAL - S PATIAL Does well with algebra Good at math computation Analysis Phonics Can write quickly and neatly ‣ Does well with geometry ‣ Good at math reasoning ‣ Synthesis ‣ Sight words ‣ Prefers keyboarding to writing

9. T HE V ISUAL -S PATIAL L EARNER Sees how things exist in space Sees how parts go together to make a whole Develops asynchronously (unevenly) Is a late bloomer Loses track of time May struggle with public speaking

10. T HE V ISUAL -S PATIAL L EARNER When the light bulb goes on, the learning is usually permanent.

11. G IFTED IN N ONVERBAL R EASONING How do we know this? Your child scored at or above the 97 th percentile on the subtest of the Cognitive Abilities Test (or other state-approved assessment) that measures nonverbal reasoning.

12. G IFTED IN N ONVERBAL R EASONING What does this mean? Your child is very good at reasoning with spatial stimuli or particularly adept at solving novel problems.

13. G IFTED IN N ONVERBAL R EASONING “seeing through their mind’s eye” Spatially gifted students have the ability to draw conclusions based on a set of given information. They often learn by thinking or “seeing through their mind’s eye” instead of listening verbally.

14. G IFTED IN N ONVERBAL R EASONING Puzzles, manipulative games, pattern, and building/creating things come easily for kids who are gifted in this area. They can “see” how things go together and are able to “see” what is missing. Their thinking is often in the form of patterns or pictures.

15. T ESTING P ROCESS Parents need to fill out a Parent Evaluation Form and return to their homeroom teacher or front office (fill out all components) Students test during scheduled testing windows in fall, winter, or spring 1 st Test is the NNAT where student complete visual challenges If they score high, the CogAT is administered. Students who score at or above the 97th percentile on any of the three sections of the test, or have a full composite score above the 97th percentile, will be offered placement in the gifted program in the area of qualification.