1. Traits, Aptitudes, and Behaviors A Gifted Observation Scale

2. What’s the difference between a Bright ChildGifted LearnerCreative Learner Enjoys schoolEnjoys self-directed Enjoys creating learning Knows the answersAsks questionsSees exceptions Is interestedIs highly curiousWonders Is attentiveIs mentally involvedDaydreams, may seem off task Advanced ideasComplex, abstract ideasOverflows with ideas Works hardKnow without Plays with ideas & concepts working hard Answers questionsDiscusses in detail, Injects new possibilities elaborates Top of the groupAbove & beyond Is in own group the group

3. Bright ChildGifted LearnerCreative Learner Listens with interestShows strong Shares bizarre, feelings/opinionsconflicting opinions Learns with easeAlready knows materialQuestions: What if…. 6-8 reps for mastery1-3 reps for masteryQuestions need for mastery Understands abstractionsConstructs abstractionsOverflows with ideas Enjoys peersPrefers adultsPrefers creative peers, works alone Understands complex, Creates complexRelishes wild, off-the wall abstract humor abstract humorhumor Completes assignmentsInitiates projectsInitiates more projects than will ever be completed What’s the difference between a

4. Bright ChildGifted LearnerCreative Learner Is receptiveIs intenseIs independent & unconventional Is accurate & completeIs original & Is original & continually developing continually developing Absorbs informationManipulates informationImprovises TechnicianExpertInventor Good memorizerGood guesser/IntuitiveCreates & brainstorms well & infers Is alertIs keenly observantIs intuitive Is pleased with Is highly self-criticalIs never finished with own learningpossibilities Gets AsMay not be motivated May not be motivated by As by As Is AbleIs IntellectualIs Idiosyncratic

5. TABs Traits, Aptitudes, and Behaviors (TABs) Traits, Aptitudes, and Behaviors (TABs) Identification of gifted children from varying cultural and economic groups Identification of gifted children from varying cultural and economic groups Ten TABs which have been found through research to be consistently associated with the psychological construct of giftedness. Ten TABs which have been found through research to be consistently associated with the psychological construct of giftedness.

6. TABs Dr. Mary Frasier (1938-2005) Dr. Mary Frasier (1938-2005) Nationally recognized scholar and researcher in gifted education and founder of the Torrance Center for Creativity and Talent Development in the UGA College of Education. Nationally recognized scholar and researcher in gifted education and founder of the Torrance Center for Creativity and Talent Development in the UGA College of Education. President of the National Association for Gifted Children (NAGC) from 1987-89, and received the NAGC's Distinguished Service Award in 1991, and then later the Ann F. Isaacs Founder's Memorial Award for her work with that organization. President of the National Association for Gifted Children (NAGC) from 1987-89, and received the NAGC's Distinguished Service Award in 1991, and then later the Ann F. Isaacs Founder's Memorial Award for her work with that organization.

7. TABs  MOTIVATION - Evidence of desire to learn. + demonstrate persistence in pursuing and/or completing self-selected tasks. Tasks may be culturally influenced. + focus motivation on non-school activities rather than school activities. + be an enthusiastic learner of non-school or school subject matter. + aspire to be somebody, do something. ― Easily bored with routine assignments and repetitions. ― May want to do things her/his own way. ― Sometimes doesn’t want to stop one project to start the next. ― Dislikes interruptions. ― May be overly aggressive ― Challenges authority

8.  INTERESTS - A feeling of intentness, passion, concern or curiosity about something. + demonstrate unusual or advanced interests in a topic or activity. + be a self-starter. + pursue an activity unceasingly. + be beyond age group in activities /interests. + show concern for local and global issues ― Reads constantly often at inappropriate times ― Dominates discussions; may extend comments with details beyond the comprehension of age-mates ― Goes on tangents with no follow-through ― Loses other students by explaining or over- analyzing issues ― Neglects other responsibilities TABs

9. Communication Skills - Highly expressive and effective use of words, numbers, symbols. Communication Skills - Highly expressive and effective use of words, numbers, symbols. + demonstrate unusual ability to communicate verbally, physically, artistically, or symbolically. + use particularly apt examples, illustrations, or elaborations. + use this ability in or out of the classroom. ― Shows off. ― Invokes peer resentment. ― Constantly talking to and monopolizing the time of the teacher. ― Losing or “turning off” students with high level of vocabulary. TABs

10.  Problem-Solving Ability - Effective, often inventive, strategies for recognizing and solving problems. + use effective & often inventive strategies for recognizing and solving problems. + be able to change strategies if selected solution doesn’t work. + create new designs, invent. + use this ability in or out of the classroom. — Interferes with others — Perfectionistic — Avoids reflective, divergent responses. — Sometimes, too innovative. — Stubborn TABs

11.  Humor - Brings two heretofore unrelated ideas or planes of thought together in a recognized relationship. + have keen sense of humor which could be gentle or hostile. + have exceptional sense of timing in words or gestures. + demonstrate unusual emotional depth ― Is out-of-sync with classmates and becomes socially isolated. ― Makes jokes at adults’ or classmates’ expenses. ― Plays cruel tricks on others ― Class clown TABs

12. Inquiry - Questions, experiments, explores. Inquiry - Questions, experiments, explores. + ask unusual questions for age. + play around with ideas. + demonstrate extensive exploratory behaviors directed toward eliciting information about materials, devices, or situations. ― Goes on tangents ― No follow-through ― Dominates discussions ― Impolitely correct teacher or other adults ― Can become a “pest” TABs

13. Leadership - Displays leadership among his/her peers. Leadership - Displays leadership among his/her peers. + be quick to help others. + carry out responsibilities well. + lead others on the playground or in other unstructured situations (could be in a negative or positive way). ― Becomes “bossy” ― Unwilling to listen to classmates ― Lead others into negative behavior. ― Can be too authoritative. ― Impatient with others TABs

14. Reasoning - Logical approaches to figuring out solutions. Reasoning - Logical approaches to figuring out solutions. + make generalizations. + use metaphors and analogies. + think things through in a logical manner. + think critically. + think things through and come up with a plausible answer. ― Notices too much in classroom and may appear off-task ― Does not readily follow directions ― May overlook details ― May tell teacher better ways to do things. TABs

15.  Imagination/Creativity - Produces many ideas; highly original. + show exceptional ingenuity in using everyday materials. + have wild, seemingly silly ideas. + solve problems through non-traditional patterns of thinking. + produce ideas fluently/flexibly. + be highly curious. + display figural or verbal creativity. ― Gets lost in own thoughts ― Appears to be daydreaming or inattentive ― May not have follow- through TABs

16.  Insight - Quickly grasps new concepts and makes connections; senses deeper meanings. + show sudden discovery of correct solution following incorrect attempts based primarily on trial and error. + display high ability to draw inferences. + appear to be a good guesser. + possess heightened capacity for seeing unusual & diverse relationships. + integrate ideas and disciplines. ― May overlook details ― Out-of-sync with classmates ― Appears to be showing off or makes other students feel inadequate ― Impolitely corrects adults TABs

17.  Other Different Manifestations ― Finds it difficult to wait for others ― Learns at faster rate ― Unwilling to show work or details ― Refuses to do assignments because “already know it” ― Low self-image about academic performance ― Over-concern for social problem ― Bored by simple things in life ― Unwilling /unable to follow basic rules or requirements ― Constantly doodling or drawing TABs

18. TABs