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varied faces of giftedness - gtequity.org

The varied faces of Gifted/Talented Students Special Education and/or 504 Student English Language Who Is Also a Learner Who Is Also a Gifted/Talented Traditional Perception Gifted Student from Gifted/Talented Student from Poverty of Gifted/Talented Poverty Student from Poverty Student (Emotionally (LEP, ESL, bilingual, disturbed, learning Immigrant) differences, physical challenges, ADD, ADHD, autistic). Learning: Use of Language Is highly verbal and May have limited Displays limited Is highly verbal with uses advanced verbal skill and uses thoughts in English but advanced vocabulary vocabulary limited to may be rich in native vocabulary, but may informal language language experience great Exhibits richness of difficulty in written expression, Exhibits richness of Expresses language language elaboration, and expression when nonverbally due to fluency entertaining or telling limitations in native Demonstrates strong a story language and English listening Uses complex comprehension and sentences effectively Uses advanced May use inventive recall

Excerpted from Equity in Gifted Education: A State Initiative 1 The Varied Faces of Gifted/Talented Students Traditional Perception of Gifted/Talented Student Gifted Student from Poverty English Language

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Transcription of varied faces of giftedness - gtequity.org

1 The varied faces of Gifted/Talented Students Special Education and/or 504 Student English Language Who Is Also a Learner Who Is Also a Gifted/Talented Traditional Perception Gifted Student from Gifted/Talented Student from Poverty of Gifted/Talented Poverty Student from Poverty Student (Emotionally (LEP, ESL, bilingual, disturbed, learning Immigrant) differences, physical challenges, ADD, ADHD, autistic). Learning: Use of Language Is highly verbal and May have limited Displays limited Is highly verbal with uses advanced verbal skill and uses thoughts in English but advanced vocabulary vocabulary limited to may be rich in native vocabulary, but may informal language language experience great Exhibits richness of difficulty in written expression, Exhibits richness of Expresses language language elaboration.

2 And expression when nonverbally due to fluency entertaining or telling limitations in native Demonstrates strong a story language and English listening Uses complex comprehension and sentences effectively Uses advanced May use inventive recall nonverbal expression vocabulary Naturally uses combining both May use language in metaphors and May lack cause and languages inappropriate ways analogies to express effect relationships in and at inappropriate relationships sentence structure Develops new times language quickly Uses figurative when given the Creatively finds language in opportunity alternative ways of comparisons to communicating people and Gains language entertainers proficiency through a Easily learns cycle of silence in compensatory May try to shock order to avoid errors in language systems, teacher or peers to speech such as Braille, sign get attention language Table 6.

3 The varied faces of Gifted/Talented Students. Source: Equity in Gifted Education Task Force Members. Excerpted from Equity in Gifted Education: A State Initiative 1. Special Education and/or 504 Student English Language Who Is Also a Learner Who Is Also a Gifted/Talented Traditional Perception Gifted Student from Gifted/Talented Student from Poverty of Gifted/Talented Poverty Student from Poverty Student (Emotionally (LEP, ESL, bilingual, disturbed, learning Immigrant) differences, physical challenges, ADD, ADHD, autistic). Learning: Critical Thinking Solves problems in Excels in figural Demonstrates strong Excels in solving real- creative ways brainstorming and critical thinking in world problems solving real-world primary language Makes connections problems Possesses high levels and synthesizes Performs well on non- of problem-finding, information easily Expresses himself/ verbal measures problem-solving, and herself in figures and reasoning skills Is inventive images instead of May display high words levels of visual Uses outstanding Has ability to memory or auditory critical thinking and manipulate semantic, Manipulates symbolic memory skills decision-making skills symbolic, and/or and/or figural systems.

4 To independently figural systems has more difficulty May reflect complex develop with semantic systems thoughts through art compensatory skills Comprehends complex ideas and Demonstrates rapid, Finds non-traditional thoughts reactive decision- ways to get making information and to Makes deliberate, demonstrate learning reasoned decisions Sees patterns in and understanding human behaviors and Learns advanced and relationships, but not May appear to think more complex necessarily in ideas slowly because of content; auditory or visual demonstrates Is concrete, processing problems abstract thinking emotional, and abilities sensory Demonstrates superior abilities in forming Sees patterns in Demonstrates strong concepts and procedures, observation skills manipulating abstract experiences, ideas, which are often used ideas and/or objects in non-school related situations Has keen powers of observation Table 6 (cont'd).

5 The varied faces of Gifted/Talented Students. Source: Equity in Gifted Education Task Force Members. Excerpted from Equity in Gifted Education: A State Initiative 2. Special Education and/or 504 Student English Language Who Is Also a Learner Who Is Also a Gifted/Talented Traditional Perception Gifted Student from Gifted/Talented Student from Poverty of Gifted/Talented Poverty Student from Poverty Student (Emotionally (LEP, ESL, bilingual, disturbed, learning Immigrant) differences, physical challenges, ADD, ADHD, autistic). Learning: Logic Demonstrates skills in Uses circular logic Examines Demonstrates good linear logic complicated material mathematical Most often examines most often in terms of reasoning ability, but Identifies complex complicated material home and family a poor memory for cause and effect in terms of math facts relationships relationships and Uses logic when people defending ideas, Gives logical Sees logical and family, and traditions, explanations for common sense Demonstrates or when adjusting to inappropriate answers breakdowns in cause- a new culture behavior and-effect relationships.

6 Has Comprehends difficulty predicting complex relations and consequences systems Demonstrates Has difficulty with associative thinking sequential tasks based on relationships Table 6 (cont'd). The varied faces of Gifted/Talented Students. Source: Equity in Gifted Education Task Force Members. Excerpted from Equity in Gifted Education: A State Initiative 3. Special Education and/or 504 Student English Language Who Is Also a Learner Who Is Also a Gifted/Talented Traditional Perception Gifted Student from Gifted/Talented Student from Poverty of Gifted/Talented Poverty Student from Poverty Student (Emotionally (LEP, ESL, bilingual, disturbed, learning Immigrant) differences, physical challenges, ADD, ADHD, autistic).

7 Learning: Curiosity and Questioning Attitude Is inquisitive Is often obnoxious Is curious and can Has a strong with questions learn to be questioning attitude Doesn't accept independent, but still information at first Likes to stump people values relationships May appear glance disrespectful when May enjoy questions Asks questions to learn questioning Asks penetrating that shock people and reinforce information and facts questions relationships and presented by the Questions authority fairness teacher Shows curiosity and inner drive for Asks questions that May be culturally Enjoys active inquiry, thorough, focus on relationships conditioned NOT to experimentation, and independent question discussion understanding Questions issues related to fairness Is unwilling to follow rules May demonstrate self- destructive behaviors because of curiosity Table 6 (cont'd).

8 The varied faces of Gifted/Talented Students. Source: Equity in Gifted Education Task Force Members. Excerpted from Equity in Gifted Education: A State Initiative 4. Special Education and/or 504 Student English Language Who Is Also a Learner Who Is Also a Gifted/Talented Traditional Perception Gifted Student from Gifted/Talented Student from Poverty of Gifted/Talented Poverty Student from Poverty Student (Emotionally (LEP, ESL, bilingual, disturbed, learning Immigrant) differences, physical challenges, ADD, ADHD, autistic). Learning: Rate of Acquisition Demonstrates an Learns quickly when Learns at a faster Has a wide range of ability to learn faster shown how to do pace if given the interests but has and with less things that the student opportunity to learn difficulty pursuing repetition than is considers meaningful through them due to learning typical for the age comprehensible input and organizational group May require more ( , native language problems hands-on experiences instruction or sheltered Demonstrates English instruction)

9 Often has a focused, extensive memory Has an extensive well developed area memory about May require more of interest, but not Has a large people and repetition related to school storehouse of conversations subjects or topics information Transfers learning to Displays limited the new language Needs to learn Is often interested in information related to easily compensatory information related to school topics strategies to school topics overcome barriers to Has a large learning storehouse of information related to Needs appropriate street smart topics accommodations, modifications, and/or assistive technology to prevent academic underachievement Table 6 (cont'd). The varied faces of Gifted/Talented Students.

10 Source: Equity in Gifted Education Task Force Members. Excerpted from Equity in Gifted Education: A State Initiative 5. Special Education and/or 504 Student English Language Who Is Also a Learner Who Is Also a Gifted/Talented Traditional Perception Gifted Student from Gifted/Talented Student from Poverty of Gifted/Talented Poverty Student from Poverty Student (Emotionally (LEP, ESL, bilingual, disturbed, learning Immigrant) differences, physical challenges, ADD, ADHD, autistic). Learning: Perspective Displays an ability to Incorporates Takes a group Blames others for their understand and unexpected or perspective problems incorporate different unusual points of view points of view through through oral Does not draw Believes that oral language, writing, language, attention to self or to successes are only manipulatives, and/or manipulatives, and/or self view due to luck.


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