Characteristics of Gifted Children - Faster, Earlier, Differently

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Margaret Keane and Anna Giblin of Giftedkids.ie discuss the Gifted Label and look at the characteristics of exceptionally able children.

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Characteristics of Gifted Children - Faster, Earlier, Differently

  1. 1. Giftedkids.ie Webinar Series Characteristics of the Exceptionally Able “Faster, Earlier, Differently” Presented by Margaret Keane, Founder of Giftedkids.ie & Anna Giblin, Giftedkids Committee Supported by Social Entrepreneurs Ireland, N.C.T.E. & C.T.Y.I.
  2. 2. Summary  The “Gifted” Label  Categories of Giftedness  General Characteristics  Behavioural & Social Emotional Indicators – Early Years, Primary School, Secondary School  Types of Gifted Learners  Web Resources  Suggested Reading
  3. 3. NO AGREED Definition Of Giftedness!
  4. 4. But, we do have LOTS of THEORIES. . .
  5. 5. Gagné's Differentiated Model of Giftedness & Talent Idea of HIDDEN Gifts! High Potential High Performance
  6. 6. GARDNER'S Theory of MULTIPLE Intelligences Linguistic Logical-Mathmatical Musical Spatial Bodily-Kinesthetic Interpersonal Intrapersonal Naturalist
  7. 7. RENZULLI's 3 Ring Model Gifted
  8. 8. So, what do we MEAN by the terms “Gifted”, “Talented” or “Exceptionally Able”? It's MORE than an IQ Score!
  9. 9. Top 5% Intellectual Ability is considered the Gifted Range
  10. 10. In Ireland we FOCUS on Performance
  11. 11. . . . rather than Potential
  12. 12. Gifted Kids come in ALL Shapes & Sizes, from all socio-economic backgrounds, And from ALL communities. FORGET the Stereotypes, they are, above all else, INDIVIDUALS!
  13. 13. Giftedness is all about learning POTENTIAL – Gifted children are not always High Achievers
  14. 14. 7 CATEGORIES of Giftedness Groups of Traits which are OBSERVABLE!
  15. 15.  General intellectual ability  Specific academic aptitude  Creative thinking and production  Leadership skills  Visual, Performing arts,Sports  Mechanical Ingenuity  Special Abilities - Empathy, Understanding and Negotiation. Source: NCCA Draft Guidelines - Exceptionally Able Students
  16. 16. General CHARACTERISTICS ✔ Keen powers of OBSERVATION ✔ Learned to READ very early, often before school age ✔ Reads WIDELY and rapidly ✔ Well developed VOCABULARY - takes delight in using unusual and new words ✔ Has great intellectual CURIOSITY ✔ Absorbs information rapidly - often called SPONGES ✔ Very good MEMORY - can recall information in different circumstances ✔ Have ability to CONCENTRATE deeply for prolonged periods ✔ Unusual or quirky sense of HUMOUR ✔ Heightened SENSITIVITIES and intensity ✔ Can develop strong passions – become an EXPERT
  17. 17. Not ALL Gifted Characteristics have to be present.
  18. 18. Giftedness can be MASKED by: Learning Difficulties Disabilities Cultural Differences Disadvantaged Background Lack of Opportunities
  19. 19. "Highly gifted children tend to be those who demonstrate asynchronous development - the process whereby the intellect develops faster and further than other attributes such as social, emotional and physical development. Due to their high cognitive abilities and high intensities, they experience and relate to the world in UNIQUE WAYS." National Association for Gifted Children UK
  20. 20. BRIGHT Kids vs GIFTED Kids What's the Difference?
  21. 21. Bright Child VS Gifted Learner ✗ Know the answers ✗ Ask the questions ✗ Are interested ✗ Are highly curious ✗ Are attentive ✗ Are mentally & physically involved ✗ Has good ideas ✗ Has wild & silly ideas ✗ Works hard ✗ Plays around, yet tests well! ✗ Answers the questions ✗ Discusses in detail, elaborates ✗ Top Group ✗ Beyond the group ✗ Listens with interest ✗ Shows strong feelings & opinions ✗ Learns with ease ✗ Already knows ✗ Needs 6 to 8 repetitions ✗ Needs 1 to 2 repetitions for for mastery mastery ✗ Understands ideas ✗ Constructs abstractions Reproduced with kind permission of Carol Fertig & Prufrock PressRaising a Gifted Child: A Parenting Success Handbook
  22. 22. Bright Child ✗ Enjoys peers VS Gifted Learner ✗ Prefers Adults ✗ Grasps the meaning ✗ Draws inferences ✗ Completes assignments ✗ Initiates projects ✗ Is receptive ✗ Is intense ✗ Copies accurately ✗ Creates a new design ✗ Enjoys school ✗ Enjoys learning ✗ Absorbs information ✗ Manipulates information ✗ Is a technician ✗ Is an inventor ✗ Is a good memorizer ✗ Is a good guesser ✗ Enjoys straightforward ✗ Enjoys complexity sequential presentation ✗ Is alert ✗ Is keenly observant ✗ Is pleased with own learning ✗ Is highly self critical Reproduced with kind permission of Carol Fertig & Prufrock PressRaising a Gifted Child: A Parenting Success Handbook
  23. 23. The EARLY Years
  24. 24. What to Look For . . ✔ Ability to understand and use abstract symbol systems at much younger ages than usual. ✔ Early language Development ✔ Early motor development ✔ Early development of rich vocabulary ✔ Early ability to grasp abstract concepts – maths ✔ Exceptional memory ✔ Rapid, fast paced learning ✔ Ability to ask probing questions ✔ Early classification and investigative skills – categories Source: Australian Gifted & Talented Education – CPD for Teachers
  25. 25. Social & Emotional ✔ Emotional intensities & sensitivities ✔ Display heightened sense of injustice ✔ Play more structured games, suited to older children ✔ Prefer friendships with older children ✔ Heightened capacity for empathy with others ✔ Frustration with own fine motor skills ✔ Mature and quirky sense of humour ✔ Can have different expectations around friendships to peer group Source: Australian Gifted & Talented Education – CPD for Teachers
  26. 26. The PRIMARY SCHOOL Years
  27. 27. What to Look For . . ✔ Ability to understand and use abstract symbol systems at much younger ages than usual ✔ Rich vocabulary ✔ Can become absorbed in things they find interesting ✔ Unusually quick learning ✔ Dislike of slow paced work ✔ Exceptional memory ✔ Likes and prefers independent work ✔ Ability to ask probing questions ✔ Ability to think and reason at a level closer to older students Source: Australian Gifted & Talented Education – CPD for Teachers
  28. 28. Social & Emotional ✔ Emotional intensities & sensitivities ✔ Display heightened sense of injustice & fairness ✔ Can prefer friendships with older children ✔ Heightened capacity for empathy with others ✔ Frustration with own fine motor skills ✔ Mature and quirky sense of humour ✔ May feel the need to dumb down in order to fit in with peers and teachers ✔ Can experience crippling perfectionism ✔ Can have different expectations around friendships to peer group Source: Australian Gifted & Talented Education – CPD for Teachers
  29. 29. The SECONDARY SCHOOL Years
  30. 30. What to Look For . . ✔ Can see patterns & make connections ✔ Can have high abilities across a range of subjects ✔ Can become totally absorbed in things they find interesting ✔ Fast paced learning ✔ Dislike of slow paced work ✔ Extremely well developed memory ✔ Likes and prefers independent work ✔ Ability to ask probing (sometimes provocative) questions ✔ Ability to think and reason at a level closer to older students Source: Australian Gifted & Talented Education – CPD for Teachers
  31. 31. Social & Emotional ✔ Emotional intensities & sensitivities ✔ Display heightened sense of injustice & fairness ✔ Can prefer friendships with older children or adults ✔ Heightened capacity for empathy with others ✔ Frustration with own fine motor skills ✔ Mature and quirky sense of humour ✔ May feel the need to dumb down in order to fit in with peer groups and teachers ✔ Can experience crippling perfectionism ✔ May have close friendships with one or two people ✔ Can have difficulty choosing a career Source: Australian Gifted & Talented Education – CPD for Teachers
  32. 32. Types of Gifted Learners The Successful The Challenging The Underground The Double Label The Dropout The Autonomous
  33. 33. The SUCCESSFUL Behaviours ✗ high achiever ✗ seeks teacher approval ✗ non-risk taker ✗ does well academically ✗ accepts & conforms ✗ dependent Source: NCCA Draft Guidelines
  34. 34. The SUCCESSFUL Feelings - Social & Emotional ✗ boredom ✗ extrinsic motivation ✗ dependent ✗ responsible for others ✗ positive self-concept ✗ diminished feelings of self ✗ anxious and rights to their emotions ✗ guilty about failure ✗ self critical Source: NCCA Draft Guidelines
  35. 35. The CHALLENGING Behaviours ✗ Corrects teacher ✗ Creative ✗ Questions rules, policies ✗ Prefers highly active, ✗ Honest, direct engaging, questioning ✗ Mood swings approach ✗ Inconsistent work habits ✗ Stands up for convictions ✗ Poor self control ✗ Competitive Source: NCCA Draft Guidelines
  36. 36. The CHALLENGING Feelings - Social & Emotional ✗ Boredom ✗ Frustration ✗ Low self esteem ✗ Impatient ✗ Defensive ✗ Heightened sensitive ✗ Unsure about social roles Source: NCCA Draft Guidelines
  37. 37. The UNDERGROUND Behaviours ✗ Denies ability ✗ Drops out of support group ✗ Resists challenges ✗ Wants to belong socially ✗ Changes friends Source: NCCA Draft Guidelines
  38. 38. The UNDERGROUND Feelings - Social & Emotional ✗ Unsure ✗ Pressured ✗ Confused ✗ Guilty ✗ Insecure ✗ Diminished feelings of self and right to their emotions Source: NCCA Draft Guidelines
  39. 39. The DOUBLE LABEL Behaviours ✗ Demonstrates inconsistent work ✗ Seems average or below ✗ May be disruptive or acts out Source: NCCA Draft Guidelines
  40. 40. The DOUBLE LABEL Feelings - Social & Emotional ✗ Powerless ✗ Frustrated ✗ Low self esteem ✗ Unaware of his or her potential ✗ Angry Source: NCCA Draft Guidelines
  41. 41. The DROPOUT Behaviours ✗ Poor attendance ✗ Creative ✗ Doesn't complete tasks ✗ Criticizes self and others ✗ Pursues outside interests ✗ Produces inconsistent work ✗ Dreams in class ✗ Disruptive ✗ Self abusive ✗ Appears average or below ✗ Isolates self ✗ Defensive Source: NCCA Draft Guidelines
  42. 42. The DROPOUT Feelings - Social & Emotional ✗ Resentment ✗ Angry ✗ Depressed ✗ Explosive ✗ Poor self concept ✗ Defensive ✗ Burn out Source: NCCA Draft Guidelines
  43. 43. The AUTONOMOUS Behaviours ✗ Appropirate social skills ✗ Isolates self ✗ Works independently ✗ Creative ✗ Develops own goals ✗ Stands up for ✗ Follows through convictions ✗ Follows strong areas of ✗ Risk taker passion Source: NCCA Draft Guidelines
  44. 44. The AUTONOMOUS Feelings - Social & Emotional ✗ Confident ✗ Desire to know and learn ✗ Self accepting ✗ Accepts failure ✗ Enthusiastic ✗ Intrinsic motivation ✗ Accepted by others ✗ Personal power ✗ Supported ✗ Accepts others Source: NCCA Draft Guidelines
  45. 45. Giftedkids.ie WEBINAR Series NextWebinar coming in MARCH 2010! Free to Parents & Teachers Introductory Online Seminars Download Recorded Webinars & Videos  Characteristics of the Exceptionally Able – Faster, Earlier, Differently  How to be your Child’s Best Advocate – Supporting your Child at home and at School  Educational Assessment  Dual Exceptionality – Aspergers, Adhd, Dyspraxia, Dyslexia, Behavioural Issues  In Class Strategies – Differentiation, Enrichment, Acceleration, ICT Resources  Social & Emotional Sensitivities
  46. 46. Web Links DOWNLOAD WEB RESOURCES PDF http://www.giftedkids.ie/weblinks.pdf DOWNLOAD SUGGESTED READING PDF http://www.giftedkids.ie/readinglist.pdf Join Giftedkids.ie Forum http://www.giftedkids.ie/yabb
  47. 47. CTYI Conference "Gifted Children Going Forward: Creating a True Smart Economy" When? Saturday, March 13th 2010 Where? Dublin City University Who? Parents, Teachers, Student Teachers & Education Professionals How much? €80, Discounted Rate for Students Keynote Address: Prof. Franz Mönks, Radboud University Nijmegen “Meeting the learning and developmental needs of individuals with high potential” Speakers Include: Dr. Pichak Siripoonsap, Deputy Director of Thailand’s Gifted & Talented Foundation Dr. Sarah McElwee, Oxford University (Psychologist) Leo Lopez MD, Montefiore Children's Hospital, NY (Pediatrician) Dr. Arlene Egan, UCD (“Motivating Gifted Children to Succeed”) Margaret Keane, Founder of www.giftedkids.ie To book your place, please contact Ms. Lynne Mooney, CTYI, email to Lynne.mooney@dcu.ie or by tel (01) 7005090
  48. 48. ICEP EUROPE Teaching Gifted and Talented Students: Rising to the challenge of highly able learners. Start Dates Spring: 15th April - 16th April 2010 Latest Date for Registration: 9th April 2010 Summer: July - August Autumn: October - December Award: CPD The Essentials of Teaching Gifted & Talented Students: A Practical Introduction Start Dates Spring: 15th Feb-16th April 2010 Latest Date for Registration: 9th April 2010 Autumn:Oct - Dec Award: CPD http://www.icepe.ie/

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