Possible Problems That May be Associated with
Characteristic Strengths of Gifted Children
Adapted from Clark (1992) and Seagoe (1974)
Possible Problems
Strengths
Acquires and retains information quickly.
Impatient with slowness of others; dislikes routine and drill; may
resist mastering foundational skills; may make concepts unduly
complex.
Inquisitive attitude, intellectual curiosity; intrinsic motivation;
searching for significance.
Asks embarrassing questions; strong-willed; resists direction;
seems excessive in interests; expects same of others
Ability to conceptualize, abstract, synthesize; enjoys problemsolving and intellectual activity.
Rejects or omits details; resists practice or drill; questions teaching
procedures.
Can see cause/effect relations
Difficulty accepting the illogical such as feelings, traditions, or
matters to be taken on faith.
Love of truth, equity, and fair play.
Difficulty in being practical; worry about humanitarian concerns.
Enjoys organizing things and people into structure and order;
seeks to systematize
Constructs complicated rules or systems; may be seen as bossy,
rude, or domineering
Large vocabulary and facile verbal proficiency; broad
information in advanced areas
May use words to escape or avoid situations; becomes bored with
school and age-peers; seen by others as a “know-it-all.”
Thinks critically, has high expectancies; is self-critical and
evaluates others.
Critical or intolerant toward others; may become discouraged or
depressed; perfectionist.
Keen observer; willing to consider the unusual; open to new
experiences.
Overly intense focus occasional gullibility.
Creative and inventive; likes new ways of doing things
May disrupt plans or reject what is already known; seen by others
as different and out of step.
Intense concentration; long attention span in areas of interest;
goal-directed behavior; persistence.
Resists interruption; neglects duties or people during period of
focused interests; stubbornness.
Sensitivity, empathy for others; desires to be accepted by
others.
Sensitivity to criticism or peer rejection; expects others to have
similar values; need for success and recognition; may feel
different and alienated.
High energy, alertness eagerness; periods of intense efforts.
Frustration with inactivity; eagerness may disrupt other schedules;
needs continual stimulation; may seen as hyperactive.
Independent; prefers individualized work; reliant on self.
May reject parent or peer input; non-conformity; may be
unconventional.
Diverse interests and abilities; versatility.
May appear scattered and disorganized; frustrations
Strong sense of humor.
Sees absurdities of situations; humor may not be understood by
peers; may become “class clown” to gain attention
Page 1 of 3
Bright Child
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions for mastery
Understands ideas
Enjoys peers
Grasps the meaning
Completes the assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good memorizer
Enjoys straightforward, sequential
presentation
Is alert
Is pleased with own learning
Gifted Learner
Asks the question
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings and opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical
Challenge, Copyright 1989, Good Apple, Inc., By Janice Szabos
Page 2 of 3
Gifted Educational Strategies Websites
(The following web sites may provide additional information)
ADHD and Giftedness
http://www.kidsource.com/kidsource/content/adhd_and_gifted.html
Providing Curriculum Alternatives to Motivate Gifted Students
http://www.kidsource.com/education/motivate.gifted.html
Differentiating Curriculum for Gifted Students
http://www.kidsource.com/kidsource/content/diff_curriculum/html
Differentiating Instruction for Advanced Learners in the Mixed-Ability
Middle School Classroom
http://www.kidsource.com/kidsource/content/diff_instruction.html
Differentiating Instruction. . .One Size Doesn’t Fit All
Effective Strategies to Improve Student Performance?
http://www.learnerslink.com/curriculum.htm
Instructional Strategies That Support Differentiation
http://www.mcps.k12.md.us/curriculum/science/instr/differstrategies.htm
Differentiated Instruction
http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm
Tiered lessons: one way to differentiate mathematics instruction
http://www.highbeam.com/doc/1G1-115634988.html
Page 3 of 3