What/Who is Gifted & Talented?

What/Who is Gifted & Talented? Developed for Elgin District U46 - Gifted Program Charter Committee January 10, 2007

National Association For Gifted Children (NAGC)  A gifted person is someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression.

Title XIV Federal Definition The term Gifted and talented, when used in respect to students, children, or youth means students, children, or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.

a word of caution... There is list after list after list of traits and characteristics of gifted and talented students. All have similarities in content, but there is no definitive catalogue and there is no student who shows every single trait or has all attributes. Development is an incremental process. Each child progresses at an individual rate and not all areas can actually be observed. The process would be exhausting. Gifted students are as unique as all children are, but they have special, individual needs. What follows is a smattering of things from various inventories.

gifted/talented areas... • general intellectual ability • specific academic areas • math/science • social science/language arts • creativity • Art • Drama • Music • leadership

some general traits of giftedand talented • independence in attitude and social behavior • dominance • introversion • tolerance for ambiguity • openness to stimuli, wide interests • self-acceptance • intuitiveness • flexibility • an asocial attitude, unconcern for social norms, risk-takers • radicalism, rejection of external constraints • ability to fantasize and toy with ideas

general intellectual ability • has extensive and detailed memory • has advanced vocabulary for age • asks intelligent questions • learns information quickly • understands abstract ideas and concepts • wants to learn and is curious • is reflective about learning

specific academic area • *has an intense, sustained interest • reads widely in an academic field • prefers classes/careers in the academic field • has hobbies/collections related to field • *learns information in the field quickly • examines and recalls details

math/science • *is interested in numerical analysis • reasons effectively and efficiently • *solves problems intuitively using insight • can reverse steps in the mental process • organized data and experiments to discover patterns or relationships • improvises with science equipment and math methods • *is flexible in solving problems

social science/language arts • *enjoys language/verbal communication and skills • *engages in intellectual play, enjoys puns, good sense of humor • organizes ideas and sequences in preparation for speaking & writing • is original and creative with unique ideas in writing or speaking • is sensitive to social, ethical, and moral issues • is interested in theories of causation • *uses paradox, parallel structure, rhythm, visual imagery, melodic combinations, reverse structure, unusual adjective/adverbs, sense of humor, philosophical bent

creativity • prefers complexity and open-endedness • *contributes new concepts, methods, products or perfromance • *challenges existing ideas and products • is a risk taker, confident • accepts disorder • *is intuitive

art • scribbles earlier than most • initiates drawing • *incorporates large number of elements into artwork • observes detail in environment, artistic area • *uses unusual and interesting visual imagery • has unique, unusual solutions to artistic problems

drama • is innovative and creative in performing • uses gestures or facial expression to communicate feelings • *is adept at role-playing, improvising, acting out situations • evokes emotional response from listeners • *communicates feelings through nonverbal means • identifies with moods and motivations of characters

music • *discriminates fine differences in tone, relative, or absolute pitch • identifies variety of sounds • varies loudness and softness • *plays an instrument • *creates own melodies • likes listening to music • is sensitive to rhythm, changes body movements to temps

leadership • is well-orgaized • *can do backward planning • is visionary, has a holistic view • *is a problem finder • *is able to see problems from multiple perspectives • has a cooperative attitude; works well in groups • is aware of verbal and non-verbal cues; sophisticated interpersonal skills

affect • is motivated in work that excites • is self-directed, independent • has high degree of concentration • becomes bored with routine tasks • is concerned about right and wrong, ethics • has high expectations of self and others • has higher self-concept, particularly in academics or arts

common problems/vulnerabilities... • perfectionism leading to high degree of self-criticism • super-sensitivity to social feedback sometimes leading to withdrawal • desire for independence leading to be in control of situations • feels restricted in analyzing problems given self-imposed time restraints • not interested in memorizing, repetition, or lower levels of thinking

if anyone asks you, “do special programs for gifted work…” Tell them some of these things…

please look at… • An Observational Study of Instructional and Curricular Practices Used with Gifted and Talented Students in Regular Classrooms • Gifted Education Works

SOURCES Johnsen, Susan K. (2004). Identifying Gifted Students: a practical guide. Waco, TX: Prufrock Press. VanTassel-Baska, Joyce. (1998). “Creativity and the gifted.” from Excellence in educating gifted and talented learners (3rd Edition). Denver, CO. Love Publishing. Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. “Gifted Education Works”. National Association for Gifted Children. http://www.nagc.org/index.aspx?id=566

What/Who is Gifted & Talented?