1. Opening Activity: Warm-up
Jere will introduce the warm-up and lead any discussion.
Discussion – What do you know about gifted, talented, creative learners?

2. Profiles of the Gifted and Talented George Betts Maureen Neihart
©2010 Betts & Neihart
Power Point by Portland Public Schools
Talented and Gifted Department

3. Profiles of the Gifted and Talented
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
Often, TAG students are discussed as a group with all members of the group having the same characteristics. This presentation is designed to help us look at the attributes of several different profiles of Talented and Gifted student, including the types listed here on the screen.

4. Type I THE SUCCESSFUL As many as 90% of the identified TAG students
Discovers what “sells” at home & school
Convergent thinker
Learns & tests well
Eager for approval
Liked by peers
Positive self-concept
Unaware of deficiencies
Perhaps as many as 90% of students identified as TAG students fit the Type I profile. Type I students are pretty good at playing the school game, but they also become bored with school and learn to use the system in order to get by with as little effort as possible.
READ: School Support Slide
Note: PROFILES OF THE GIFTED & TALENTED chart by Betts, G. & Neihart, M which is in your packet has more information about the Types.

5. Feelings and Attitudes
Type I - Successful
Behaviors
Perfectionist
High achiever
Non-risk taking
Accepts systems
Seeks teacher approval & structure
Feelings and Attitudes
Boredom
Dependent
Anxious
Guilty about failure
Self-critical
Diminished feelings of self & right to emotions
Many gifted young adults who underachieve in college and adulthood come from this group. Often, they do not possess all of the necessary skills and attitudes for life long learning.
READ: School Support Slide
School Support
Accelerated & enriched curriculum; Time for personal interest; Compacted learning; Time with intellectual peers

6. Type II THE CHALLENGING
Divergently gifted
Often go unidentified
Question authority
Don’t conform - haven’t learned to use the system
Receive little recognition for accomplishments
Struggle with self-esteem
At risk as eventual drop out
Type II’s are divergently gifted and are overlooked by school systems.

7. Feelings and Attitudes
Type II - Challenging
Feelings and Attitudes
Frustration and Boredom
Impatience
Defensiveness
Heightened sensitivity
Uncertain about social roles
Behaviors
Corrects teacher
Questions rules
Honest, direct
Mood swings
Inconsistent work
Poor self-control
Competitive
Type II students possess a high degree of creativity and may appear obstinate, tactless or sarcastic. They may also challenge the teacher in front of the class.
Type II’s may be at risk as eventual drop-outs without appropriate interventions. Parents of gifted high school students who drop out of school (Type IV) state that their children demonstrated the Typed II profile in upper elementary and Middle School.
Tolerance; Give them Choice in Assignments; Placement with appropriate teacher; Cognitive & social skill development; Behavior contracts

8. Turn and talk
Compare The Successful student with The Challenging student
ID a student who fits these types
Mindy will lead the active participation.

9. Type III THE UNDERGROUND
Middle school females hiding giftedness
High School boys dealing with athletic or social pressures
Want to be included in non-gifted peer group
May be radical transformation from earlier grades
Their needs are often in conflict with expectations of teachers & parents
Type III is the underground gifted child. Children in this group begin to deny their talent in order to feel more included.

10. Feelings and Attitudes
Type III - Underground
Feelings and Attitudes
Unsure; Insecure
Pressured
Confused
Diminished feelings of self
Behaviors
Denies talent
Drops out of advanced classes
Resists challenges
Wants to belong socially
Changes friends
Although Type III’s should not be permitted to abandon all projects or advanced classes, alternatives should be explored for meeting their academic needs while they are undergoing this transition.
READ: School Support
Active Participation strategy: Turn and talk with your neighbor.
Looking at the “SCHOOL SUPPORT” column on the handout “PROFILES OF THE GIFTED & TALENTED”. What strategy might work in your school with one or more student of TYPE III?
Recognize ability and properly place in advanced classes with the opportunity to take breaks.
Provide same sex role models.
Continue to give college and career information.

11. Type IV THE DROPOUT Angry with adults & with themselves; Defensive
System has not met needs for many years; Burn-out or Spaced-out
Depressed & withdrawn or acts out
Interests are outside realm of regular school curriculum
Poor self-concept
A Type IV student can be an emotional dropout or a physical dropout. The emotional dropout is socially and emotionally removed from school.
A comparable percentage of gifted and non-gifted students dropped out of school between 8th and 12th grade, indicating that students of all ability levels are at risk for dropping out. (“Gifted Dropouts: The Who and the Why”)
School Support
Diagnostic testing; Counseling; Nontraditional opportunities and study skills; In-depth studies; Alternative out of classroom learning; Mentorships; GED

12. Turn and Talk: What are some challenges you might have?
Mindy will lead the active participation.
Mindy will lead this active participation.

13. Type V THE DOUBLE-LABELED
Physically or emotionally challenged
Learning disabilities
Limited English Proficiency
Typically not identified gifted
Programs don’t integrate their varying needs
Discouraged, frustrated, rejected, helpless, powerless or isolated
School system tends to focus on the weaknesses
Type V are not typically identified as gifted students because they often do not exhibit behaviors that schools look for in gifted students. Schools are often looking for the positive characteristics of the Type I profile and overlook the gifted characteristics of the Type V student who is working with a physical limitation, a learning disability or busy learning a new language as well as new concepts.
School Support
Placement in advanced classes; Opportunities for advanced work in ability area; Provide needed resources; Provide alternative learning experiences
Give individual counseling

14. Type VI THE AUTONOMOUS LEARNER (The end goal for all students)
Few demonstrate this at an early age
Work effectively in school system
Use the system to create new opportunities
Strong, positive self-concept
Positive attention & support for accomplishments
Respected by adults & peers
Leadership roles
Independent, self-directed
The Autonomous Learner, Type VI, is where we would like all of our students to be. Like the Type I’s, these students learn to work effectively in the school system, but they have learned to use the school system to create new opportunities for themselves.

15. Type VI - Autonomous Learner
Behaviors
Appropriate social skills
Independent worker
Develops own goals
Follows through with plans
Works without approval
Follows strong areas of passion
Creative
Stands up for convictions
Feelings and Attitudes
Self-confident
Self-accepting
Enthusiastic
Accepted by others
The Type VI students are independent and self-directed. They feel secure designing their own education and personal goals. They accept themselves and take risks.

16. Type VI - Autonomous Learner
School Support
Curriculum and instruction offered at the student’s rate and level of learning
Compacted curriculum
Mentorships
Dual enrollment or early admission to college
College & career opportunities
Active Participation strategy: Turn and talk with your neighbor.
Choose one Type that your school could choose to focus on. How might that focus look?

17. Turn and Talk What strategies will work in your school?
Closing: What did you learn? And Now What?
Mindy will lead this active participation.