Characteristics of Gifted Students

There are several definitions of what is meant by the term “gifted”. Federal Definition: “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” What is “Gifted”…

Georgia Definition: “A student who demonstrates a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities.” What is “Gifted”…

How do students enter the Gifted Program in Georgia? According to the State Board Rule : To be eligible for gifted education services, a student must either: ( a) score at the 99th percentile (for grades K-2) or the 96th percentile (for grades 3-12) on the composite or full scale score of a standardized test of mental ability and meet one of the achievement criteria described below, or (b) qualify through a multiple-criteria assessment process by meeting the criteria in any three of the following four areas: mental ability (intelligence), achievement, creativity, and motivation.

Traits of the Gifted “Here's to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes... the ones who see things differently -- they're not fond of rules... You can quote them, disagree with them, glorify or vilify them, but the only thing you can't do is ignore them because they change things... they push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.” Steve Jobs

Traits of the Gifted… Does the previous quote remind you of anyone? Gifted students exhibit a diverse range of traits and behaviors. Some traits are well-received by schools and society at- large, while other traits are frowned upon. The next few slides contain a list of some common traits and behaviors of Gifted students. Of the traits listed, which are viewed most favorably in your classroom?

Common Traits of Gifted Students Intensely curious about many things Learns and easily comprehends new material in shorter time than age peers Advanced vocabulary for age Processes with speed and understanding Sustained attention span Independent; prefers to work alone Advanced sense of humor Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

Common Traits of Gifted Students Relates more easily to older students or adults than to age peers Displays heightened levels of sensitivity and empathy regarding justice and fairness Bossy; prefers to be in charge Exhibits high expectations from others in their lives Feels the need to be perfect and first in all their endeavors Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

Common Traits of Gifted Students Makes intuitive leaps- does not need to follow step-by- step instructions Is able to multitask without losing focus Enjoys learning tasks that reflect depth, complexity, and novelty or other higher order thinking skills Expresses skepticism, criticism, and judgment of people and situations Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

Common Traits of Gifted Students The traits and behaviors listed on the previous slides are consistently observed in Gifted students. It is not likely any Gifted students will exhibit every trait listed, but rather will exhibit a combination of the traits listed.

Common Traits of Gifted Students Within the field of Gifted Education, there has been an increased emphasis on identifying students who have traditionally been underrepresented in programs for Gifted students. Special Populations of Gifted Students Gifted Girls Twice-Exceptional students Culturally and Linguistically Diverse students Gifted students who underachieve

Special Populations Gifted Girls Tend to attribute success in school to hard work, rather than exceptional ability (Reis, 2002). Teachers more accurately identify gifted boys, compared to gifted girls (Reis, 2002). Some gifted females value their personal achievements even less as they get older (Reis & Sullivan, 2009). Reis, Sally, M. & Sullivan, Erin, E. (2009). Characteristics of gifted learners. In Karnes, Frances, A. & Bean, Suzanne, M. (Eds.), Methods and materials for teaching the gifted (3-35). Waco, TX. Reis, Sally, M. (2002). Social and emotional issues faced by gifted girls in elementary and secondary school. SENG Newslsetter, 2(3) Retrieved from school

Special Populations Twice-Exceptional Students These students are at risk for not being identified for either group because their abilities and disabilities often mask each other (Reis & Sullivan, 2009). Inconsistent academic performance Low self-esteem Poor short-term memory Poor social skills Impulsive Reis, Sally, M. & Sullivan, Erin, E. (2009). Characteristics of gifted learners. In Karnes, Frances, A. & Bean, Suzanne, M. (Eds.), Methods and materials for teaching the gifted (3-35). Waco, TX.

Special Populations Culturally and Linguistically Diverse CLD students are often underrepresented due to language barriers. Excpetional talents in areas valued by their culture High interest in certain topics Quickly grasps new information Persistent Independent Rich imagination Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

Special Populations Underachievers These students have tremendous potential but do not perform at levels commensurate with their abilities. Have low motivation Socially immature Poor self-regulation Creative Intense interests Fear failure Reis, Sally, M. & Sullivan, Erin, E. (2009). Characteristics of gifted learners. In Karnes, Frances, A. & Bean, Suzanne, M. (Eds.), Methods and materials for teaching the gifted (3-35). Waco, TX.

Characteristics of Gifted Students During this presentation, we have just scratched the surface when it comes to the traits and behaviors of Gifted students. The traits described in this presentation are not intended to be a checklist for identifying potentially Gifted students. Rather, the intention is to provide a brief overview of characteristics commonly found in Gifted students and to discuss how these traits may vary among special populations of Gifted students.

Discussion After completing the remainder of Module One- Session 3, please visit the Discussion Board and answer the following: Which traits were you surprised to learn are associated with Giftedness? Which traits are most troublesome when exhibited in your classroom? How can you use the information about special populations to better serve the students in your classroom?