2. Characteristic: Early reading and/or
quick mastery of reading
Students with this characteristic may
be impatient with reading instruction,
resist doing worksheets, and insist on
reading own material which may be
years above grade level.
3. Addressing that characteristic:Early reading and/or quick mastery of reading
1) May be impatient with reading instruction, resist doing worksheets, and insist
on reading own material which may be years above grade level.
(a) In the classroom, I would students who display this particular
characteristic work collaboratively in the activity called
“Consulting Line”.
Steps
Row A
Row B
1. The students are arranged in two rows facing one another,
close enough for conversation.
2. Each student (in row A) will select a topic of interest, issue,
or problem to share with their partners (in row B).
3. Partners in row B have 3 minutes or so to provide
suggestions to A partner. Partner A records ideas.
4. Ask the 1st
person in row A to move to the last chair in the
row. All other A’s move one seat to the right.
Row A
Row B
5. Reverse roles. Person B shares a problem and records
suggestions. Person A gives suggestions (3 minutes).
6. Repeat steps 2-4 so each rotation produces a new partner.
7. The students can also review suggestions and select ideas to
implement.
4. Characteristic:
Learns new things quickly and easily
Students with this characteristic may
exhibit boredom and frustration when
others do not catch on as quickly, not
being allowed to move on or do
something else. May be frustrated
with group work when others are not
as capable.
5. Addressing the Characteristic:
Learns new things quickly and easily
1) May exhibit boredom and frustration when others do not catch on as quickly, not being
allowed to move on or do something else. May be frustrated with group work when others
are not as capable.
(b) In the classroom, I will have the student’s work collaboratively completing the
“Carousel Brainstorm” activity which is a great energizer and a good way to
introduce or review a topic and synthesize.
Rotate
Steps
1. Divide students into groups of 5-6.
2. Each group stands in front of 1 piece of newsprint.
3. Assign the role of recorder.
4. Ask students to brainstorm responses to the posted question-quickly.
5. After 3-4 minutes and at the signal, ask groups to move one sheet to
their right.
6. Groups brainstorm quickly at the new sheet (3-4 minutes)
7. At the signal, move to the right and repeat the process until the
students have been to each chart.
6. Characteristic: Has a more intense energy
level, activity level, or ability to
concentrate; talks fast.
Students with this characteristic may seek active
inquiry or be so completely involved with a task
that he/she become frustrated with having to
change tasks. Could seem overactive, stubborn
or uncooperative with poor self-regulation.
In the classroom, I would more than likely work
with this student while completing the standard
assessment activity or assign a challenging but
interesting task to complete.
7. Characteristic: Great sense of humor
Students with this characteristic may be the class clown
or use humor sarcastically.
In the classroom, whatever the activity
maybe, I will make sure that the “class
clown” is the leader of a assessment task;
maybe complete a challenging task; or
assign the lead role of a Shakespeare play
preferably Hamlet or Taming of the Shrew
(Kate, Petruchio, or Bianca). It was
successful, because their role was very
important.
8. Characteristic:
Demonstrates leadership potential
Students with this characteristic may be
considered bossy and unable to accept input
or share control of ideas
In the classroom, this student will be the
“Honorary Teacher/Assistant” for the day or
period. I will assign them the task of reading
instructions aloud, and then I would reiterate the
assigned task in the authoritative voice. Or I could
perhaps allow the student to demonstrate how to
complete a task/ activity given in class, that may
be challenging for others to complete.
9. Works Cited
Characteristics of , H. I. S. (2013, Retrieved June 2).
Characteristics of high ability children and possible
associated classroom behaviors. Retrieved from
http://sycamoreschool.org/whysycamore/character
istics/
