Varied Characteristics of Gifted Students Traditional Perception of a Gifted and Talented Student Gifted and Talented Student from Poverty ELL who is also a Gifted and Talented Student from Poverty SPED/504 Student who is also a Gifted and Talented Student from Poverty Learning: Use of Language Is highly verbal and uses advanced vocabulary Exhibits richness of expression, elaboration, and fluency Uses complex sentences effectively Naturally uses metaphors and analogies to express relationships May have limited verbal skill and uses vocabulary limited to informal language Exhibits richness of expression when entertaining or telling a story Uses advanced nonverbal expression May lack cause and effect relationships in sentence structure Uses figurative language in comparisons to people and entertainers May try to shock teacher or peers to get attention Displays limited thoughts in English but may be rich in native language Expresses language nonverbally due to limitations in native language and English May use inventive vocabulary combining both languages Develops new language quickly when given the opportunity Gains language proficiency through a cycle of silence in order to avoid errors in speech Is highly verbal with advanced vocabulary, but may experience great difficulty in written language Demonstrates strong listening comprehension and recall May use language in inappropriate ways and at inappropriate times Creatively finds alternative ways of communicating Easily learns compensatory language systems, such as Braille, sign language Learning: Curiosity and Questioning Attitude Is inquisitive Doesn’t accept information at first glance Asks penetrating questions Shows curiosity and inner drive for thorough, independent understanding Is often obnoxious with questions Likes to stump people May questions that “shock” people Questions authority Asks questions that focus on relationships Questions issues related to fairness Is unwilling to follow rules Is curious and can learn to be independent, but still values relationships Asks questions to learn and reinforce relationships and fairness May be culturally conditioned NOT to question Has a strong questioning attitude May appear disrespectful when questioning information and facts presented by the teacher Enjoys active inquiry, experimentation, and discussion
May demonstrate behaviors because of curiosity Learning: Preferences Thinks holistically; sees the big picture Makes abstract and sometimes random connections Benefits from discovery learning Thinks conceptually Benefits from use of manipulatives Makes concrete, sensory, and/or emotional connections Benefits from kinesthetic learning experiences Thinks visually Does not respond to aural input Demonstrates exceptional abilities in geometry, science, arts, and Performs better with more challenging or complex work; dislikes rote, fact, and level learning Loves construction, using computer simulations; demonstrates strength in mechanical and spatial skills; is drawn to inventions Demonstrates love of and skill at drawing, but may have poor handwriting Motivation: Sensitivity and Maturity Is concerned with right and wrong, good and bad Evaluates and passes judgment on events, people, and things Needs to see purpose in activities and rules Prefers older or adult company because of Intellectual needs May not be accepted by same age and may feel isolated Passes judgment on an unfair system and people representing that system Identifies with the antihero Uses situational ethics; and wrong depends on the situation Has a more pronounced need to see purpose for following rules Withholds trust until sincerity is proven Is more willing to accept new information once trust is established Places high importance on the needs of the peer group and/or family Willing to defend the needs of the group Needs to hide academic achievement if it is not valued by the peer group Seeks sincerity, honesty May be particularly sensitive to racial and/or cultural issues Disguises low self esteem through immature behaviors such as anger, crying, disruptive behaviors, or withdrawal Has advanced and opinions and is uninhibited in expressing them Is highly intuitive and insightful; may think and perceive (using all senses)
Often matures earlier than age peers since accepts responsibilities for others Is sensitive to the feelings of those they like May be isolated from peers by economic differences as well as giftedness May be perceived as a loner due to cultural, racial, or linguistic isolation combined with isolation due to giftedness and socioeconomic status Motivation: Interest and Persistence Has a wide range of interests Has very focused interests Is passionate certain topics to the exclusion of others Has a wide of interests that are often unrelated to school topics/subjects Is unaware of many topics that may potentially be of interest Demonstrates persistent, intense concentration Has a long attention span in areas of interest Is often persistent in self-selected tasks Is interested in things and ideas that are relevant to their lives and personal relationships Lacks exposure to many topics of potential interest Persists in of interest usually unrelated to school Is less aware of timelines and deadlines Has difficulty staying focused due to random thoughts and ideas Is impulsive Is interested in things and ideas that are relevant to home and family Is willing to complete tasks and maintain interest to make connections and build relationships Has a wide range of interests that are not related to school topics and learning motivation, interest, and patience for learning in areas that do not interest the student Demonstrates persistence and concentration in areas of strengths and interests Has very focused interests or a passion about a certain topic to the exclusion of all not related to school topics Creativity: Sense of Humor Displays a keen sense of humor Uses puns, jokes, and riddles Understands subtle humor and nuances of language Imitates people and events, as a reflection of sense of humor Tells stories in colorful ways Mimics accurately Creates original jokes Displays humor through the unique use of language and responsiveness Uses humor to divert attention from school failure May use humor to make fun of peers or to avoid trouble Is highly creative, and witty