The document discusses various topics related to gifted students and English language learners (ELLs), including: 1. Suggestions for teachers with mainly struggling ELL students to make instruction more culturally and linguistically appropriate. 2. Options for additional support for ELL students who are struggling, such as small group instruction. 3. Different views on the origins and definitions of giftedness, as well as types of gifted talents like general intellectual ability, specific academic aptitude, creative/productive thinking, leadership ability, and visual/performing arts. 4. Terminology used in relation to giftedness. 5. Two viewpoints on giftedness from Sternberg and Renzulli

1. Beth Sauvé
Are your ELL students struggling?
Majority? Then you should probably re-structure your teaching. Be more flexible. Involve culture in
curriculum to help this students create a better understanding. Connect with student and family. Ask
yourself :
1. Is my instruction culturally, linguistically, and pedagogically appropriate to meet student’s
needs?
No? Then:
2. How can I adjust instruction to be more appropriate?
Just a few? Those few may need additional support in the learning environment, such as small group
instruction.
Giftedness?
Born with it? Learned through environment? Its up to your own interpretation
General Intellectual ability or talent?
Students with a high intelligence test scores, and a wide-range of intelligence.
Specific Academic Aptitude or Talent?
Students with an outstanding performance on an achievement or aptitude test in one area.
Creative and Productive Thinking?
Students who and put two ideas that dissimilar together. Students have characteristics such as a
willingness for new experiences, to set goals, and self-confidence. Tested by the Torrance Test of
Creative Thinking or through demonstrated creative performance.
Leadership Ability?
Recognized by teachers as those that have a keen interest and skill in problem solving. Characteristics
include self-confidence, responsibility, cooperation, domination, and ability to adapt to new situations.
Instruments such as the Fundamental Interpersonal Relations Orientation Behavior can determine this
talent.
Visual and Preforming Arts?
Students who have special talents in visual arts, music, dance, drama, or other related studies.Identified
with the Creative Product Scales.
Psychomotor ability?
Student Kinesthetic motor abilities.
Terminology?
Genius: On reserved for reference to the phenomenally gifted person.

2. Talented: Refers to particular strengths or abilities.
Prodigy and precocious: early age detection of a significant talent in one or more areas.
Superior: Comparative term to a another group or person.
High IQ: may be anything, depends on what it is higher than.
Rapid learner: a distinct characteristic of giftedness .
Exceptional: appropriate when referring to the gifted child as being different than the common
characteristics.
Elitism: Chosen, better than others at something or many things.
ViewPoints:
Sternberg and Wagner:
Mental Management: 1.Separating relevant from irrelevant information,
2.combining isolated pieces of information into a unified whole and 3. relating
newly acquired information to information acquired in the past.
Processes information rapidly and uses insight abilities.
Multiple intelligences: linguistic, logical/mathematical, spatial, musical, bodily-
kinesthetic, interpersonal, and intrapersonal.
Renzulli:
Interaction between: Above-average general and/ or specific abilities, high levels or task
commitment (motivation) and high levels of creativity.