Identifying Gifted Students in the Regular Classroom

Think you know who’s gifted? Einstein was 4 years old before he could speak and 7 before he could read. Thomas Edison’s teachers told him he was “too stupid to learn anything.” A newspaper editor fired Walt Disney because he had “no good ideas.” Louis Pasteur was rated mediocre in chemistry in college.

Isn’t gifted just another name for a good student, a bright child, or a teacher pleaser?

NO!

How do you tell the difference between a bright child and a gifted child?

Bright vs....Gifted Bright children learn new vocabulary easily but use words that are age appropriate. They tend to take turns in conversation. Gifted children have extensive vocabularies and often choose words that are age-advanced. They understand nuances other children don’t and often dominate conversation.

Bright vs.. Gifted Bright children understand classroom presentations and benefit from drills that help them cement skills and concepts, follow directions readily, and are somewhat patient with rote learning. Gifted children dislike rote learning and drills because they master what they’ve learned very quickly. Sometimes they don’t follow directions because they see different ways of solving problems.

Bright vs... Gifted Bright children are energetic, curious, and ask a lot of questions, sometimes asking the same question more than once. Gifted children are voraciously curious, often about many topics, wanting every detail about areas of interest.

Bright vs... Gifted Bright children generally stay on-task and are able to complete projects by a deadline. Gifted children may become deeply involved in all aspects of a project and may not finish assignments and projects by a deadline.

Bright vs... Gifted Bright children show emotion but are generally able to get past an upset and explain why they are angry, hurt, or perturbed. Gifted children are often emotional, passionate, and deeply empathetic. Their emotions may get in the way of other areas of thought or work.

Bright vs... Gifted Bright children share interests with peers and fit in at school; they generally believe others like them. Gifted children usually have high self-esteem, but sometimes feel different from their peers. They worry that they’ll never fit in and so may develop low self-esteem, even in the face of high achievement.

Bright vs... Gifted Bright children: -know the answers -have good ideas -work hard -are in the top group -require 6-8 repetitions for mastery Gifted children: -ask the questions -have wild, silly ideas -play around, yet test well -function beyond the group -require only 1-2 repetitions for mastery

Bright vs... Gifted Bright children: -enjoy peers -complete assignments -follow the plan -are pleased with own learning Gifted children: -enjoy adults -initiate projects -create the plan -are highly self-critical and tend to be perfectionists

Characteristics of Gifted Students Are extremely curious Know a little about many things but may not have depth in any one area Are often a challenge to teachers because of questions and contributions to class Learn rapidly and easily Are often frustrated with lack of activity or assignments outside their interest

Characteristics of Gifted Students Are creative and inventive Have off the wall ideas and comments Have high verbal ability Are able to talk around problems and their lack of knowledge

Characteristics of Gifted Students Have a good sense of humor Often use humor at the wrong time, can be sarcastic and can distract others Have a wide variety of interests May be involved in so much that they become overextended May be very disorganized.

Bottom Line Gifted Students can be great students whom any teacher would love to teach. They are enthusiastic and willing to learn. However, they can also be disruptive, challenging toward authority, and eccentric.

Do you recognize any of your students in this presentation?

If you do, please refer those students using the referral forms found in a folder in your school’s front office.

How does the referral process work?

Referral & Evaluation Process Referral: Gather Information-The classroom teacher gathers information and begins a referral packet for student nominations. Complete the Gifted Referral Form and the Student Talent Survey. On the survey, you will circle characteristics exhibited by the child and provide the most recent test data. You may support your referrals with a description of differentiation already taking place to meet the advanced learning needs of the students and/or provide work samples that illustrate original, original, or independent work representing the child’s unique talents accompanied with teacher commentary to describe the basis of the work. The Gifted Eligibility Team (GET) meets with the nominating teacher who will serve as the child’s advocate throughout the process. The GET consists of a school level panel of five members, consisting of: an administrator, the child’s classroom teacher, a gifted education teacher, and two other members selected by the principal. Nominations will be carefully reviewed by the team who will continue the evaluation process to determine a recommendation of further formal testing or the continuation of meeting the student’s needs in the classroom setting.

Referral & Evaluation Process (continued) 3. Formal Evaluation: Administer Assessment Measures and Compile Results in the following data categories: a. Mental Ability b. Achievement c. Creativity d. Motivation 4. Determination of Eligibility 5. Notification of Placement or Curriculum Adaptations

February is gifted referral month February is gifted referral month. If you believe that you are teaching gifted students who have not yet been identified, observe them using the Student Talent Survey form as a guideline. If you have any questions or concerns, please talk to any gifted program teacher or check the county website for forms, links, and information.

Feel free to contact us with any questions. Discovery Teachers Jeannie Collins Jane Kitchens Stacey McLaurin Feel free to contact us with any questions.