1 / 20

Characteristics of Gifted Students and Implications for Educators

Explore the intellectual, creative, and affective characteristics of gifted students and their implications for educators. Discover how to support and nurture their unique talents and abilities.

gracesnider
Download Presentation

Characteristics of Gifted Students and Implications for Educators

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 2 Characteristics of Gifted Students

  2. Terman Studies

  3. Traits of Intellectually Gifted Students • Precocious Language and Thought • Logical Thought • “Why?” • Early Math, Art, and Music Talent • Motivation, Persistence, Advanced Interests • Not evidenced in all gifted children

  4. Affective Characteristics of Gifted Students • Social Skills, Personal Adjustment, Self-concept • Academic versus Overall Measures of Self-Concept • Independence, Self-Confidence, Internal Control • Internal versus External Control • Personal Responsibility

  5. Affective Characteristics:Learning Style Preferences • Learning Style Inventory (Dunn, Dunn, & Price, 1981) • Enviornmental, Emotional, Sociological, Physical, and Psychological • Style Preferences (Renzulli & Reis, 1997) • Instructional Style • Learning Enviornment • Thinking Style • Expression Style

  6. Affective Characteristics of Gifted Students • Superior Humor • Problems in the classroom? • High Moral Thinking • Service Learning • “Benign Chicanery” • Empathy

  7. Characteristics of Creatively Gifted Students • Creativity and Intelligence • Threshold Concept • Implications for Educators

  8. Characteristics of Creatively Gifted Students • Personality and Cognitive Characteristics • Positive Characteristics • Negative Characteristics

  9. How stereotypical characteristics can ensnare teachers and parents • Teachers often • Under-identify students who are not as motivated and/or self-directed • Parents often • Accept undesirable behaviors because their child is “gifted”

  10. Characteristics of Historically Eminent Persons (Walberg) Common to ALL: Common to MOST: Ethical Sensitive Optimistic Magnetic Popular Successful in School Given autonomy Clear parental expectations • Versatility • Concentration • Perseverance • Superior communication skills • At least moderately high intelligence

  11. Studies of Eminent Persons: Catharine Cox • IQ’s range from 100-200, average 159 • Born of advantaged circumstances • Precocious childhood traits • Motivated and Persistent • Confidence in Abilities • Strength of Character

  12. Studies of Eminent Adults: The Goertzels • First-born or only child • Middle-class family • Books in house • High parental expectations • Love learning • Dislike school • Self-directed • Freedom to be alone for intellectual pursuits • Treasure uniqueness • Highly energetic parents • Goal-oriented family

  13. Studies of Eminent Adults “The great difficulty for parents and educators is in determining when to set firm boundaries and when to facilitate gifted children’s ‘behaving out of the box.’”

  14. When does Giftedness become Genius? Dean Simonton • High Achievement/Appeal to Masses (IQ of 119 is optimal) • Intelligences outside of IQ tests • Both born and made • Traumatic childhood events • Supportive parents and favorable enviornment

  15. Parental Support, Communities of Support, and Intense Individualized Instruction • Lauren Sosniak and Benjamin Bloom • “We were looking for exceptional kids and what we found were exceptional conditions” (p. 247).

  16. Bloom’s Talent Development • Early years of informal exploration • Individualized instruction • Feedback, Goals, Objectives, Standards • Focus on ONE specialized area • Purpose is clear and inspires dedication

  17. Child Prodigies and Coincidence: David Feldman and Martha Morelock • Individual Factors • IQ, developmentally advanced, biologically “pre-organized” with giftedness • Environmental Factors • Knowledge available to learn • Encouragement of family, etc. • Historical Factors • Society values domain

  18. Characteristics of Teachers of the Gifted Should teachers of the gifted be gifted themselves?

  19. Characteristics of Teachers of the Gifted • Focus on competencies and skills in preparation programs • Students report more personal-social qualities of teachers as valuable

  20. Summary • Characteristics of gifted children • Terman’s study • Intellectual, Creative, and Affective Characteristics • Studies of Eminent Adults • Teachers of the Gifted

More Related