The document discusses characteristics of gifted children in three areas: general behavior, learning, and creativity. It notes that gifted children often learn quickly, think abstractly, ask many questions, and have intense interests. They also enjoy learning, make connections easily, and think flexibly and originally. The document then discusses diversity in learning, noting students and teachers both contribute diversity. It provides strategies for teachers to respect all students as individuals and convey equal confidence in their abilities.

1. Republic of the Philippines
Tarlac State University
College of Education
Lucinda Campus, Tarlac City
A.Y. 2014- 2015
Written Report
In
Facilitating learning
(Educ 3a)
Submitted by:
Alison P. Salita
Submitted to:
Mrs. Felicitas Quilondrino

2. General Behavior Characteristics of Gifted Children
Gifted children’s behavior differs from that of their age mates in the following ways:
 Many gifted children learn to read early, with better comprehension of the nuances of
language.
 Gifted children often read widely, quickly, and intensely and have large
vocabularies.
 Gifted children commonly learn basic skills better, more quickly, and with less
practice.
 They are better able to construct and handle abstractions.
 They often pick up and interpret nonverbal cues and can draw inferences.
 They take less for granted, seeking the “how’s and “why’s”.
 They can work independently at an earlier age and can concentrate for longer periods.
 Their interests are both wildly eclentic and intensely focused.
 They often have seemingly boundless energy, which leads to misdiagnosis of
hyperactivity
 They usually respond and relate well to parents other adults.
 They like to learn new things, are willing to examine the unusual and are highly
inquisitive.
 They like to learn new things, are willing to examine the unusual, and efficient
manner.
 They exhibit an intrinsic motivation to learn, find out or explore and are often very
persistent.
Learning Characteristics of Gifted Children
Gifted children are natural learners who often show many characteristics:
• They may show keen powers of observation and a sense of the significant
• They may read a great deal on their own, preferring books written for children older
than they are.
• They often take a pleasure in intellectual activity.
• They have well-developed powers of abstraction, conceptualization, and synthesis.
• They readily see cause-effect relationships.
• They often display a questioning attitude and seek information for its own sake as
much as for its usefulness.
• They are often skeptical, critical and evaluative.

3. • They often have a large storehouse of information about a variety of topics which
they can recall quickly.
• They readily grasp underlying principles and can often make valid generalizations
about events, people, or objects.
• They quickly perceive similarities, differences, and anomalies
• They often attack complicated material by separating it into components and
analyzing it systematically.
Creative Characteristics of Gifted Children
Gifted children’s creative abilities often set them apart from their age mates. These
characteristics may take the following forms:
• Gifted children are fluent thinkers, able to generate possibilities consequences or related
ideas.
• They are flexible thinkers
• They are original thinkers
• They can also see relationships among seemingly unrelated objects, ideas or facts.
• They are elaborate thinkers.
• They are willing to entertain complexity and seem to thrive on problem solving.
• They are good guessers and can readily construct hypotheses or “what if” questions.
• They often are aware of their own impulsivenes and irrationality, and they show
emotional sensitivity.
• They are extremely curious about objects, ideas, situations or events
• They often display intellectual playfulness and like to fantasize and imagine.
• They are sensitive to beauty and are attracted to aesthetic values
Diversity in Learning
• Diversity is the presence of a wide variation in qualities or attributes.
• In social context, the term diversity refers to the presence in one population of a wide
variety of cultures, opinions, ethnic groups, socio economic background, etc.

4.  When we speak of diversity in the classrom, we usually focus on the diversity of the
students in the room. We often forget that the teachers also bring a range of diversity
issues to the classroom.
 Every teacher brings his or her physical appearance and culture into the room at the same
time as students do.
Some general strategies suggested to help teachers work effectively with the broad range of
students enrolled in their classes (Davis, 1993)
1. Treat each student as an individual, and respect each student for who he or she is.
2. Rectify any language patterns or case examples that exclude or demean any groups.
3. Convey the same level of respect and confidence in the abilities of all your students.
4. Do not try to “protect” any group of students.
5. 5. Be evenhanded in how you acknowledge students’ good work.
The wise person makes learning a joy; fools spout only foolishness.
~ Proverb 15:2, Bible
"A child is not a vessel to be filled, but a lamp to be lit".
~ Hebrew Proverb