The Gifted Child
Mrs. Dody Martin, Talent Development Catalyst Facilitator
Defining Giftedness
The definition of a “gifted” child has not yet been universally agreed
upon. To date, there is no single agreed- upon definition. Gifted children are
defined differently in all cultures and countries. Even within school districts
you will find a wide range of guidelines for identifying gifted students. These
are a few definitions of giftedness :
The Jarvis Act defines gifted as: The term gifted and talented student means
children and youths who give evidence of higher performance capability in
such areas as intellectual, creative, artistic, or leadership capacity, or in
specific academic fields, and who require services or activities not ordinarily
provided by the schools in order to develop such capabilities fully.“
U.S. Office of Educational Research and Improvement (OERI) defines gifted
as: Outstanding talents are present in children and youth from all cultural
groups, across all economic strata, and in all areas of human endeavor."
Renzulli defines gifted as: “Gifted behavior occurs when there is an
interaction among three basic clusters of human traits: above-average general
and/or specific abilities, high levels of task commitment (motivation), and
high levels of creativity. Gifted and talented children are those who possess
or are capable of developing this composite of traits and applying them to
any potentially valuable area of human performance. As noted in the
Schoolwide Enrichment Model, gifted behaviors can be found "in certain
people (not all people), at certain times (not all the time), and under certain
circumstances (not all circumstances)."
Bright Learners Vs. Gifted Learners
The following chart is helpful when explaining the difference between
a bright student and a truly gifted student:
Bright Learners
Gifted Learners
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
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good memorizer
Enjoys straightforward, sequential presentation
Is alert
Is pleased with own learning
Asks the questions
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
by Janice Szabos
http://www.bownet.org/BESGifted/brightvs.htm
Characteristics of a Gifted Learner
A gifted child may show many, but not all of these
characteristics listed. Also some characteristics may be developed
over time.

Reads with comprehension at an early age
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Learns rapidly and easily; may resist doing routine work or works
in careless manner

Transfers learning to new situations

Recognizes relationships

Skilled in problem solving

Prefers complex and challenging tasks rather than basic work;
may resist challenging work for fear his/her struggle will be seen
by others

Knows about many things of which other children are unaware,
retains knowledge

Verbally proficient, exhibits advanced vocabulary for age or grade
level

Questions critically

Displays curiosity about many topics, keenly observant
Social and Emotional Characteristics
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Bases friendships on similarity of interest rather than age
Adjusts easily to new situations
Is conscientious and truthful
Friendly, helpful
Has strong sense of justice; may assertively oppose
injustices
Self-confident; may believe he/she is valued for what
he/she can do rather than who he/she is; may fear loss of
regard from others if exceptional ability is lost
Prefers older companions
Tend to be perfectionists; may be self-critical and critical of
others, may work slowly, procrastinate
Motivational and Creative Characteristics
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Motivational
Prefers to work independently, requires little direction; may dislike
cooperative learning
Assumes and discharges responsibility; may dominate others
Strong beliefs, opinionated
Has passionate interests, easily absorbed in activities and thoughts;
may be unwilling to do other activities
Persistent in seeking task completion
Creativity
Displays a keen sense of humor or sees humor in subtle situations;
may be the class clown, make jokes or comments at inappropriate
times
Sensitive to the aesthetic characteristics and value of things
Displays intellectual playfulness; asks many "what if" questions;
may be a nonconformist
Challenged by new ideas
Enjoys experimentation; invents new methods or solutions to tasks;
may daydream, be absentminded, loose work
How To Teach Gifted Learners
The National Association for Gifted Children provide
these guidelines in teaching gifted students:
Good Instruction for Gifted Learners:
1) Good curriculum and instruction for gifted learners begins
with good curriculum and instruction. It's difficult, if not
impossible, to develop the talent of a highly able student with
insipid curriculum and instruction. Like all students, gifted
learners need learning experiences that are rich. That is, they
need learning experiences that are organized by key concepts
and principles of a discipline rather than by facts. They need
content that is relevant to their lives, activities that cause them
to process important ideas at a high level, and products that
cause them to grapple with meaningful problems and pose
defensible solutions. They need classrooms that are respectful to
them, provide both structure and choice, and help them achieve
more than they thought they could. These are needs shared by
all learners, not just those who are gifted. But good instruction
for gifted learners must begin there.
2) Good teaching for gifted learners is paced in response to the
student's individual needs. Often, highly able students learn more
quickly than others their age. As a result, they typically need a
more rapid instructional pace than do many of their peers.
Educators sometimes call that "acceleration," which makes the pace
sound risky. For many gifted learners, however, it's the comfortable
pace-like walking "quickly" suits someone with very long legs. It's
only "fast" for someone with shorter legs. On the other hand, it's
often the case that advanced learners need a slower pace of
instruction than many other students their age, so they can achieve
a depth or breadth of understanding needed to satisfy a big
appetite for knowing.
3) Good teaching for gifted learners happens at a higher "degree of
difficulty" than for many students their age. In the Olympics, the
most accomplished divers perform dives that have a higher "degree
of difficulty" than those performed by divers whose talents are not
as advanced. A greater degree of difficulty calls on more skillsmore refined skills-applied at a higher plane of sophistication. A
high "degree of difficulty" for gifted learners in their talent areas
implies that their content, processes and products should be more
complex, more abstract, more open-ended, more multifaceted than
would be appropriate for many peers. They should work with
fuzzier problems, will often need less teacher-imposed structure,
and (in comparison to the norm) should have to make greater leaps
of insight and transfer than would be appropriate for many their
age. Gifted learners may also (but not always) be able to function
with a greater degree of independence than their peers.
4) Good teaching for gifted learners requires an
understanding of "supported risk." Highly able learners
often make very good grades with relative ease for along time
in school. They see themselves (and often rightly so) as
expected to make "As," get right answers, and lead the way.
In other words, they succeed without "normal" encounters
with failure. Then, when a teacher presents a high-challenge
task, the student feels threatened. Not only has he or she
likely not learned to study hard, take risks and strive, but the
student's image is threatened as well. A good teacher of gifted
students understands that dynamic, and thus invites and
insists on risk-but in a way that supports success. When a
good gymnastics coach asks a talented young gymnast to
learn a risky new move, the coach ensures that the young
person has the requisite skills, then practices the move in
harness for a time. Then the coach "spots" for the young
athlete. Effective teachers of gifted learners do likewise.
Reference for Guidelines: http://www.nagc.org/index.aspx?id=659
Professional Development for Teachers
of Gifted Students
It is very important that teachers are properly trained to
teach gifted students. School districts need to provide
professional training to all teachers who will directly impact
the learning of gifted students especially those gifted students
who will remain in a regular classroom setting. These teachers
need to be trained in the ability to select instructional
materials that facilitate optimal challenge. They need to have
the ability to handle small and large group instruction and
individual learning styles. They need to have the ability to
use problem-centered approaches and open- ended learning.
These teachers need to be trained in these instructional
strategies: pacing, questioning asking, use of open-ended
questions, use of inquiry-based models, and access to
advanced resources including materials, places, and
technology.
Resources
Textbook Sources:
VanTassel-Baska, Joyce (2003). Curriculum Planning and Instructional
Design For Gifted Learners. Denver, Colorado: Love Publishing
Company.
Internet Sources:
Defining Giftedness:
www.misd.net/giftedchildren.htm#DefiningGiftedness
The National Association of Gifted Education:
www.nagc.org and www.nagc.org/index.aspx?id=659
What is a Gifted Child by: Carol Bainbridge
http://giftedkids.about.com/od/gifted101/p/gifteddef.htm
The Catalyst Model at HES
To allow the Classroom Teacher and the
Talent Development (TD) Catalyst
Teacher to share responsibility for the
education of the gifted learner
 To provide appropriate learning activities
for gifted learners in heterogeneous
classrooms

Collaborators
Classroom Teacher
 TD Catalyst Teacher
 Administrators
 Other members of the school’s teaching
staff who contribute to the academic
progress of gifted learners

Indirect Services
Lessons and activities are prepared in collaboration with
the classroom teacher. The lessons and activities are
used by the classroom teacher in the regular classroom.
 Team Teaching
 Projects
 Contracts
 Alternative homework
 Alternative assignments
 Curriculum compacting contracts
 Centers
 Professional Development for teachers
 Gifted identification is also part of Indirect Services
provided by the TD Catalyst Teacher.
Direct Services
Lessons for gifted learners that are
the sole responsibility of the TD Catalyst
Teacher. They are developed and taught
to gifted learners by the TD Catalyst
Teacher.
 Demonstration Lessons
 Small group instruction
 Pull out for a set period of time
 Activities related to classroom instruction
What is the TD Curriculum?
The North Carolina Standard Course of Study (NCSOS) and
more…
LITERACY:
William & Mary Literature Units
Navigator Novel Studies-contains some controversial topics to
open discussion; examine historical perspectives and
perceptions.
Jacob’s Ladder
Vocabulary: Powerful Vocabulary (3-5)
Prefixes and Suffixes (3rd Grade)
Greek and Latin Roots (4th & 5th Grade)
Personal Inquiry projects
Thinker’s Keys(K-3)
Literacy Student Choice Menus
Investigations & Navigator Units
Problem Solvers (1-5)
Math Superstars
Mentoring Mathematical Minds=M3
Differentiated Education Plan
(DEP)

Students’ needs
determine
differentiation of
environment,
content,
process, and
product.
End of Year Performance
Review
The TD team will evaluate each TD
student’s overall yearly performance and
End-of-Grade assessments to make
recommendations for continuing services
using the Performance Review form.
Parents of gifted students will receive a
pink copy of this review with the final
report card.
Performance
Review
What is the TD Budget?

Currently, the TD department purchases
the same resources so there is equity in all
CMS schools.

I have a very limited spending budget.
Thank you to our PTA for making TD a
priority.
Everyone works collaboratively to
meet the needs of the gifted
learners.
TD Teacher
Classroom Teacher
District Support
How Can Parents Can Help?
Online learning at home:
 Studyisland.com (EOG prep)
 Discovery Education
Study Habits and Organization:
Free Parent University classes offer ideas
Read with and to your child.
Modeling fluency is still important.
Discuss what is read. Make
generalizations. Discuss different
perspectives/opinions.
Index Cards
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If you have a specific question or concern, please
write your question on the index card along with :
Your Child’s Name
Grade
Homeroom Teacher
Parent’s Name
Contact Information (phone, email)
Please give the card to Mrs. Martin or put it on the
table. I’ll try to be prompt in responding.
 THANK YOU FOR COMING TODAY!