highly capable characteristics

Characteristics ofCharacteristics ofHighly Capable StudentsHighly Capable Students

How to Spot a Gifted StudentHow to Spot a Gifted Student

The gifted studentThe gifted student Asks many questionsAsks many questions

and is very curiousand is very curious Possesses a largePossesses a large

amount of informationamount of information Has a good memoryHas a good memory

But . . .But . . . Easily gets Easily gets ““off taskoff task””

and and ““off topicoff topic”” Is impatient when notIs impatient when not

called on in classcalled on in class

Source: www.teachersfirst.com/gifted/spot.html

How to Spot a Gifted StudentHow to Spot a Gifted StudentThe gifted studentThe gifted student Learns new informationLearns new information

quicklyquickly Retains information easilyRetains information easily Masters reading skillsMasters reading skills

earlierearlier Demonstrates strongDemonstrates strong

abilities in mathabilities in math Displays unusualDisplays unusual

academic achievementacademic achievement Finishes Finishes classworkclasswork

quicklyquickly

But . . .But . . . Is easily boredIs easily bored Can becomeCan become

disruptive in classdisruptive in class Shows strongShows strong

resistance toresistance torepetitive activitiesrepetitive activitiesand memorizationand memorization

Completes workCompletes workquickly but sloppilyquickly but sloppily



The gifted studentThe gifted student Is interested in manyIs interested in many

thingsthings Becomes involved in aBecomes involved in a

variety of activitiesvariety of activities Is motivated to try newIs motivated to try new

thingsthings Enjoys a challengeEnjoys a challenge

But . . .But . . . May resist working onMay resist working on

activities apart from areasactivities apart from areasof interestof interest

Leaves projectsLeaves projectsunfinishedunfinished

Takes on too much andTakes on too much andbecomes overwhelmedbecomes overwhelmed



The gifted studentThe gifted student Thinks independentlyThinks independently Expresses uniqueExpresses unique

and original opinionsand original opinions Is self-motivatedIs self-motivated

But . . .But . . . Challenges authorityChallenges authority Does not handleDoes not handle

criticism wellcriticism well Does not work well inDoes not work well in

groupsgroups



The gifted studentThe gifted student Uses higher levelUses higher level

thinking skillsthinking skills Makes connectionsMakes connections

other students donother students don’’ttseesee

Considers unusualConsiders unusualapproaches toapproaches toproblem-solvingproblem-solving

But . . .But . . . Tends to be absent-Tends to be absent-

minded regardingminded regardingpractical detailspractical details

Forgets homeworkForgets homeworkassignmentsassignments



The gifted studentThe gifted student Has strong sense ofHas strong sense of

justicejustice Likes to debateLikes to debate

current issues andcurrent issues andreal life problemsreal life problems

But . . .But . . . Can be very critical ofCan be very critical of

self and othersself and others Likes to argue a pointLikes to argue a point Is perfectionist andIs perfectionist and

expects others to beexpects others to beperfect as wellperfect as well



The gifted studentThe gifted student Has sophisticatedHas sophisticated

sense of humorsense of humor Understands subtleUnderstands subtle

humorhumor Enjoys plays onEnjoys plays on

words and satirewords and satire

But . . .But . . . Easily gets carriedEasily gets carried

away with a jokeaway with a joke Has a tendency toHas a tendency to

become the become the ““classclassclownclown””



The gifted studentThe gifted student Demonstrates strongDemonstrates strong

expressive skillsexpressive skills Is sensitive to feelingsIs sensitive to feelings

of othersof others Elaborates on ideasElaborates on ideas Shows skill in drama/Shows skill in drama/

art/music/languageart/music/language

But . . .But . . . Sometimes perceivedSometimes perceived

as a as a ““know-it-allknow-it-all”” by bypeerspeers

Is sometimes Is sometimes ““bossybossy””to peers in groupto peers in groupsituationssituations


Myth 1Myth 1

Gifted kids are like cream that rises toGifted kids are like cream that rises tothe top in a classroomthe top in a classroomNot necessarily. Gifted children can haveNot necessarily. Gifted children can havehidden learning disabilities that go undiscoveredhidden learning disabilities that go undiscoveredbecause they can easily compensate for them inbecause they can easily compensate for them inthe early years. As time goes on though, itthe early years. As time goes on though, itbecomes harder and harder for them to excel becomes harder and harder for them to excel ––which can lead to behavior problems andwhich can lead to behavior problems anddepression.depression.

Source: www.ri.net/gifted_talented/character.html

Myth 2Myth 2

Gifted students are so smart they doGifted students are so smart they dofine with or without special programs:fine with or without special programs:They may appear to do fine on their own, but withoutThey may appear to do fine on their own, but withoutproper challenge, they can become bored and unruly.proper challenge, they can become bored and unruly.As the years go by they may find it harder and harder asAs the years go by they may find it harder and harder aswork does become more challenging since they neverwork does become more challenging since they neverfaced challenge before.faced challenge before.


Myth 3Myth 3 Gifted & Talented Means the Same ThingGifted & Talented Means the Same Thing

There is no rule that states that a child who is capable ofThere is no rule that states that a child who is capable ofscoring high on scoring high on achievementachievement testing (i.e. WASL) testing (i.e. WASL) mustmust be beconsidered gifted. Such a child is most definitely considered gifted. Such a child is most definitely academicallyacademicallytalentedtalented. Further IQ and out of level testing must be given. Further IQ and out of level testing must be givenbefore we can define that child as gifted.before we can define that child as gifted.

At the same time, there is no rule that states a child identifiedAt the same time, there is no rule that states a child identifiedas gifted should be as gifted should be achievingachieving to high standards in the to high standards in theclassroom. This type of stereotyping can do damage to bothclassroom. This type of stereotyping can do damage to bothgroups. Any child can benefit from enrichment or highgroups. Any child can benefit from enrichment or highstandards. Intellectually Gifted children need a a differentiatedstandards. Intellectually Gifted children need a a differentiatedcurriculum and possibly even a different environment.curriculum and possibly even a different environment.Source: www.ri.net/gifted_talented/character.html

Myth 4:Myth 4:

Giftedness is something to jealousGiftedness is something to jealousabout.about.This is a damaging myth . More often than not, giftedThis is a damaging myth . More often than not, giftedchildren can feel isolated and misunderstood. Theychildren can feel isolated and misunderstood. Theyhave more adult tastes in music, clothing, reading,have more adult tastes in music, clothing, reading,material, and food. These differences to other childrenmaterial, and food. These differences to other childrencan cause them to be shunned and even abusedcan cause them to be shunned and even abusedverbally or physically by other children. Experts in theverbally or physically by other children. Experts in thefield of gifted education are beginning to address higherfield of gifted education are beginning to address higherincidences of ADHD and Spelling/Handwriting disabilitiesincidences of ADHD and Spelling/Handwriting disabilitiesin the gifted population verses those in the much largerin the gifted population verses those in the much largergeneral population.general population.


Ten Things All Administrators ShouldTen Things All Administrators ShouldKnow About Gifted ChildrenKnow About Gifted Children

Gifted students are not all alikeGifted students are not all alike Gifted students benefit from interaction with peersGifted students benefit from interaction with peers Gifted students need various forms of accelerationGifted students need various forms of acceleration

throughout school yearsthroughout school years Gifted students are capable of producing high levelGifted students are capable of producing high level

products in specific areas of learning at the level of aproducts in specific areas of learning at the level of acompetent adultcompetent adult

Gifted students need to be challenged and stimulatedGifted students need to be challenged and stimulatedby advanced and enriched curriculumby advanced and enriched curriculum

Source: National Association for Gifted Children /

Joyce Van Tassel-Baska, Center for Gifted Education, College of William & Mary

Ten Things All Administrators ShouldTen Things All Administrators ShouldKnow About Gifted ChildrenKnow About Gifted Children

Gifted students need to be instructed by personnelGifted students need to be instructed by personneltrained in education of gifted studentstrained in education of gifted students

Gifted students at elementary require differentiatedGifted students at elementary require differentiatedstaffing and flexible schedulestaffing and flexible schedule

Gifted students have counseling needs that requireGifted students have counseling needs that requirepsychosocial, academic, and career preparation on anpsychosocial, academic, and career preparation on anannual basisannual basis

Gifted students have affective characteristics thatGifted students have affective characteristics thatrender them vulnerable in school settings such asrender them vulnerable in school settings such asperfectionism, sensitivity, and intensity.perfectionism, sensitivity, and intensity.

Gifted students in general have healthy socialGifted students in general have healthy socialrelationships and adjust well to new situations.relationships and adjust well to new situations.

Source: National Association for Gifted Children /

Joyce Van Tassel-Baska, Center for Gifted Education, College of William & Mary

General Behavior Characteristics ofGeneral Behavior Characteristics ofGifted StudentsGifted Students

Many gifted children learn to read early, with betterMany gifted children learn to read early, with bettercomprehension of nuances of language.comprehension of nuances of language.

Gifted children often read widely, quickly, and intensely andGifted children often read widely, quickly, and intensely andhave large vocabularieshave large vocabularies

Gifted children commonly learn basic skills better, moreGifted children commonly learn basic skills better, morequickly, and with less practice.quickly, and with less practice.

They are better able to construct and handle abstractions.They are better able to construct and handle abstractions. They often pick up and interpret nonverbal cues and can drawThey often pick up and interpret nonverbal cues and can draw

inferences that other children need to have spelled out forinferences that other children need to have spelled out forthem.them.

They take less for granted, seeking the They take less for granted, seeking the ““howshows”” and and ““whys.whys.”” They can work independently at an earlier age and canThey can work independently at an earlier age and can

concentrate for longer periods.concentrate for longer periods.

Source: www.ri.net/gifted_talented

General Behavior Characteristics ofGeneral Behavior Characteristics ofGifted Students . . . continuedGifted Students . . . continued

Their interests are both widely eclectic and intensely focused.Their interests are both widely eclectic and intensely focused. They often have seemingly boundless energy and canThey often have seemingly boundless energy and can

concentrate for longer periods.concentrate for longer periods. They usually respond and relate well to parents, teachers,They usually respond and relate well to parents, teachers,

and other adults. They may prefer the company of olderand other adults. They may prefer the company of olderchildren and adults to that of their peers.children and adults to that of their peers.

They like to learn new things, are willing to examine theThey like to learn new things, are willing to examine theunusual, and are highly inquisitive.unusual, and are highly inquisitive.

They tackle tasks and problems in a well-organized, goal-They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.directed, and efficient manner.

They exhibit an intrinsic motivation to learn, find out, orThey exhibit an intrinsic motivation to learn, find out, orexplore and are often very persistent. explore and are often very persistent. ““II’’d rather do it myselfd rather do it myself””is a common attitude.is a common attitude.


Learning Characteristics of GiftedLearning Characteristics of GiftedStudentsStudents

They may show keen powers of observation and aThey may show keen powers of observation and asense of the significant; they have an eye forsense of the significant; they have an eye forimportant details.important details.

They may read a great deal on their own, preferringThey may read a great deal on their own, preferringbooks and magazines written for children older thanbooks and magazines written for children older thanthey are.they are.

They often take great pleasure in intellectual activity.They often take great pleasure in intellectual activity. They have well-developed powers of abstraction,They have well-developed powers of abstraction,

conceptualization, and synthesis.conceptualization, and synthesis. They readily see cause-effect relationships.They readily see cause-effect relationships.


Learning Characteristics of GiftedLearning Characteristics of GiftedStudents . . . continuedStudents . . . continued

They often display a questioning attitude and seek informationThey often display a questioning attitude and seek informationfor its own sake as much as for its usefulness.for its own sake as much as for its usefulness.

They are often skeptical, critical, and evaluative. They areThey are often skeptical, critical, and evaluative. They arequick to spot inconsistencies.quick to spot inconsistencies.

They often have a large storehouse of information about aThey often have a large storehouse of information about avariety of topics, which they can recall quickly.variety of topics, which they can recall quickly.

They readily grasp underlying principals and can often makeThey readily grasp underlying principals and can often makevalid generalizations about events, people, or objects.valid generalizations about events, people, or objects.

They quickly perceive similarities, differences, and anomalies.They quickly perceive similarities, differences, and anomalies. They often attack complicated material by separating it intoThey often attack complicated material by separating it into

components and analyzing systematically.components and analyzing systematically.


Creative Characteristics of GiftedCreative Characteristics of GiftedStudentsStudents

Gifted children are fluent thinkers, able to generateGifted children are fluent thinkers, able to generatepossibilities, consequences, or related ideas.possibilities, consequences, or related ideas.

They are flexible thinkers, able to use many differentThey are flexible thinkers, able to use many differentalternatives and approaches to problem solving.alternatives and approaches to problem solving.

They are original thinkers, seeking new, unusual, orThey are original thinkers, seeking new, unusual, orunconventional associations and combinations amongunconventional associations and combinations amongitems of information.items of information.

They can also see relationships among seeminglyThey can also see relationships among seeminglyunrelated objects, ideas, or facts.unrelated objects, ideas, or facts.

They are elaborate thinkers, producing new steps, ideas,They are elaborate thinkers, producing new steps, ideas,responses, or other embellishments to a basic idea,responses, or other embellishments to a basic idea,situation, or problems.situation, or problems.

They are willing to entertain complexity and seem toThey are willing to entertain complexity and seem tothrive on problem solving.thrive on problem solving.

Creative Characteristics of GiftedCreative Characteristics of GiftedStudents . . . ContinuedStudents . . . Continued

They are good guessers and can readilyThey are good guessers and can readilyconstruct hypotheses or construct hypotheses or ““what ifwhat if”” questions. questions.

They often are aware of their own impulsivenessThey often are aware of their own impulsivenessand irrationality, and they show emotionaland irrationality, and they show emotionalsensitivity.sensitivity.

They are extremely curious about objects, ideas,They are extremely curious about objects, ideas,situations, or events.situations, or events.

They often display intellectual playfulness andThey often display intellectual playfulness andlike to fantasize and imagine.like to fantasize and imagine.

They can be less intellectually inhibited thanThey can be less intellectually inhibited thantheir peerstheir peers