1. Encouraging, inspiring and including the distinct GT Personalities using Speech, Debate and UIL Academics Sami Womack Dimmitt ISD sawomack@dimmittisd.net

2. Gifted students are often difficult to identify, as they are a very diverse group.  They come from all socio-economic groups.  They are represented in all ethnic groups.  They come from rural and urban areas.  Some are good students and others are not.  The only common denominator gifted students share is that they think and learn differently:  They learn more rapidly than other students and think more deeply about what they learn.  Gifted students learn beyond basic knowledge and understanding to synthesis, analysis and evaluation.

3. Here are some of the specific characteristics you are likely to find in a gifted student:  an innovative ability to think abstractly  a need for constant mental stimulation  an ability to learn and process information quickly  an advanced ability to perceive patterns and form connections  a prodigious ability within a particular area, such as math, music. etc

4.  Type I – The Successful  Type II – The Challenging  Type III – The Underground  Type IV – The Dropout  Type V – The Double-Labeled  Type VI – The Autonomous Learner

5.  90% of Identified GT Students are Type I.  They learn well and are able to score high on achievement tests.  Rarely exhibit behavior problems because they are eager to please.  Liked by teachers and peers.  Type I’s get bored with school and learn to work the system to get by with as little effort as possible.

6.  Because The Successful learns to work the system, Goertzel and Goertzel concluded that “the brightest children in the classroom may become competent but unimaginative adults who do not fully develop their gifts and talents. It seems that these children have lost both their creativity and autonomy.”  Gifted kids that underachieve in college and adulthood come from this group.

7.  Because they seek teacher/coach approval, The Successful is outstanding in all areas of UIL Academic competition.  They will thrive when given  Time for personal interests  Opportunities to be intellectual with peers  In-depth studies  The development of independent learning skills

8.  They are divergently gifted and are often unidentified by standard GT programs.  Type II’s possess a high degree of creativity.  Are often seen as obstinate, tactless and/or sarcastic.  Question authority/challenge teachers.  Teachers/Adults find them irritating, rebellious and often engage them in power struggles.  Peers find them entertaining but may not view them as gifted.

9.  The Challenging has a high drop-out risk.  Because of their high verbal skills and willingness to challenge authority, they do well as Debaters and Speakers. They can even flourish in an OAP setting.  They will thrive when given  Tolerance  Direct and clear communication  In-depth studies  Placement with the appropriate teacher

10.  Generally, these are middle school girls. If a boy goes “underground”, it is in high school and is typically in response to the pressure to participate in athletics.  The Underground would rather deny their gifts and be accepted by non-gifted peers than to standout as gifted and “different”.  They frequently feel insecure and anxious.  Teachers/Adults view them as unwilling to take risk and often “push” them into participation.  Peers view them as quiet/shy.

11.  Because of their quiet/shy nature and unwillingness to standout in a group, The Underground is best served in the testing areas of a UIL program or behind the scenes of an OAP.  They will thrive when given  Acceptance of “underground” nature with minimal “pushing” to be more  Time with peers that are also GT and/or successful in an area

12.  The Dropout is very angry with adults and with themselves because the system has failed to meet their needs for many years.  They feel rejected.  Interests fall outside the realm of typical curriculum.  They feel adults are angry with them and peers are judgmental.  They are seen as loners, dropouts or air heads.

13.  Because traditional programming is no longer effective with The Dropout, they require a close working relationship with an adult they can trust.  They will thrive when given  Nontraditional study skills  In-depth studies  Alternative out of class learning experiences

14.  Type V refers to gifted kids that are physically or emotionally handicapped in some way, or who have learning disabilities.  They are often not recognized by traditional GT programs.  They often feel discouraged, frustrated, rejected, helpless and/or isolated.  Teachers/Adults view them as helpless or average.  Peers view them as “weird” or “dumb”.

15.  Because The Double-Labeled is often seen only for their disability, UIL is the perfect environment for them to “re-create” themselves.  They will thrive when given  Alternative learning experiences  Needed resources  Time to be with peers  Investigations and explorations

16.  Very similar to Type I – HOWEVER - Type VI does not “work the system” – they make the system work for them.  They create learning opportunities for themselves.  Well respected by both adults and peers.  Serve in leadership capacities at school and in the community.  Independent and self-directed.  Accept themselves and are willing to take risks.

17.  Once The Autonomous Learner learns of UIL Academics, they will seek out UIL Activities on their own. They may request more information about every event, but they will determine for themselves which events to do.  They will thrive when given  Accelerated and enriched curriculum  Long-term integrated plan of study  In-depth studies  Investigations and explorations

18. Information for today’s presentation comes from the Davidson Institute for Talent Development and from the book, Genius Denied, How to Stop Wasting Our Brightest Young Minds by Jan and Bob Davidson.