The document outlines the definitions, characteristics, and identification methods for gifted and talented learners, including five categories of giftedness based on various criteria. It addresses the importance of recognizing gifted learners to prevent negative consequences such as demotivation and frustration. Additionally, it categorizes gifted learners into different profiles based on their characteristics and developmental milestones.

1. Types, Characteristics,
and Identification of
Gifted and Talented
Learners

2. DEFINITIONS OF
GIFTEDNESS

3. Five Categories to define Giftedness
(Davis et al.; 2014; Stankowski, 1978)
1. After-the fact Definitions
Those who consistently perform
outstandingly and achieve in a valuable area.
2. IQ Definitions
Those who get a score above a certain cutoff
point in intelligence test.

4. Five Categories to define Giftedness
(Davis et al.; 2014; Stankowski, 1978)
Limitations of IQ Definitions:
1. Ignores creative & artistic gifts;
2. Does not take into account gifts in specific areas;
3. Discriminates against disadvantaged students;
4. Students who are just a few points below the
cutoff score are automatically considered “not
gifted”.

5. Five Categories to define Giftedness
(Davis et al.; 2014; Stankowski, 1978)
3. Percentage Definitions
Those who belong to a fixed proportion that a
school or district sets.
4. Talent Definitions
Those who excel in specific aesthetics or
academic area/s.
5. Creativity Definitions
Those who possess superior creative abilities.

6. IMPORTANCE OF
RECOGNIZING
GIFTED
LEARNERS

7. It is important to
determine gifted
learners as failure to
do so could have
deleterious
consequences.

8. Consequences such as:
Demotivation
Frustrations
Embarrassing questions
Impatience
Intolerant of imperfection
Sensitivity towards criticism
Acting out & Monopolization
Boredom

9. CHARACTERISTICS
OF GIFTED
LEARNERS

10. • Having exceptional reasoning ability
• Being curious intellectually
• Learning quickly
• Being able to do abstraction
• Having complex thought processes
• Having vivid imagination
INTELLECTUAL CHARACTERISTICS

11. • Also shows:
• Early moral concern
• Passion for learning
• Ability to concentrate
• Analytical thinking
• Creative
• Keen sense of justice
• Reflection
INTELLECTUAL CHARACTERISTICS

12. • May not always follow rules
• Domineering and argumentative
• Tends to tune out
• Excessively competitive
• Tunnel vision
• Excited very easily
• Have sharp sense of humor
• Has a tendency to become a compulsive
collector
NON-INTELLECTUAL CHARACTERISTICS

13. • Learner is insightful
• Has a strong need to understand and be
stimulated mentally
• Possibility towards perfectionism
• High need for precision and logic
• Excellent sense of humor and sensitivity
toward others
• Show intensity, perseverance and self-
awareness
PERSONALITY CHARACTERISTICS

14. PROFILES OF
GIFTED
LEARNERS

15. This learner is a convergent thinker who
learns easily and excels in exams, eager to gain
approval of parents and teachers and to be
liked by peers.
They also possess positive self-concept
but is unaware of deficiencies.
TYPE I : THE SUCCESSFUL

16. This learner is divergently gifted. However,
it can be challenging when the learner’s needs
are not meet. Due to the little recognition this
type of learner receives, one usually
experiences self-esteem issues and is at a high
risk for eventually drop out from school.
TYPE II : THE CREATIVE

17. Due to social pressure, this learner may
hide giftedness in order to fit in with non-gifted
peer groups. This could lead to sudden decline
in grades, and this learner may experience
conflict between one’s needs and the
expectations of one’s parents and teachers.
TYPE III : THE UNDERGROUND

18. The giftedness needs of this learner have
not been met, resulting to defensiveness and
anger toward adults or oneself. This could lead
to symptoms of depression and withdrawal as
well as acting out.
TYPE IV : THE AT-RISK

19. This leaner usually develops interests that
are outside of the school’s regular curriculum
and has a poor self-concept.
TYPE IV : THE AT-RISK

20. The learner possesses giftedness at the
same time as being physically challenged.
Because of learning abilities or poor verbal
abilities, this learner is not typically identified as
gifted.
TYPE V : TWICE EXCEPTIONAL

21. This leaner adapt easily to the school
system and is able to create oneself new
opportunities.
This has positive self-concept and receives
positive attention and support for one’s
accomplishments.
TYPE VI : THE AUTONOMOUS LEARNER

22. Moreover, this learner receives positive
regard from adults and peers, and is often put
at a leadership roles.
This learner is independent and self-
direct.
TYPE VI : THE AUTONOMOUS LEARNER

23. TYPICAL AND
ATYPICAL
DEVELOPMENT

24. Developmental milestones for typical
development provide a very useful anchor to
which teachers and parents can compare a
child’s development with.
It has the following areas: cognition,
language, motor coordination, social
interaction, and adaptive development.