The George Betts Model: Profiles of the Gifted and Talented Talented and Gifted Department
Profiles of the Gifted and Talented Type I - The Successful Type II - The Challenging Type III - The Underground Type IV - The Dropout Type V - The Double-Labeled Type VI - The Autonomous Learner
Type I THE SUCCESSFUL As many as 90% of the identified TAG students Discovers what “sells” at home & school Convergent thinker Learns & tests well Eager for approval Liked by peers Positive self-concept Unaware of deficiencies
Type I - Successful Feelings and Attitudes Boredom Dependent Anxious Guilty about failure Self-critical Diminished feelings of self & right to emotions Behaviors Perfectionist High achiever Non-risk taking Accepts systems Seeks teacher approval & structure School Support Accelerated & enriched curriculum; Time for personal interest; Compacted learning; Time with intellectual peers
Type II THE CHALLENGING Divergently gifted Often go unidentified Question authority Don’t conform - haven’t learned to use the system Receive little recognition for accomplishments Struggle with self-esteem At risk as eventual drop out
Type II - Challenging Feelings and Attitudes Frustration and Boredom Impatience Defensiveness Heightened sensitivity Uncertain about social roles Behaviors Corrects teacher Questions rules Honest, direct Mood swings Inconsistent work Poor self-control Competitive Tolerance; Give them Choice in Assignments; Placement with appropriate teacher; Cognitive & social skill development; Behavior contracts
Type III THE UNDERGROUND Middle school females hiding giftedness High School boys dealing with athletic or social pressures Want to be included in non-gifted peer group May be radical transformation from earlier grades Their needs are often in conflict with expectations of teachers & parents
Type III - Underground Feelings and Attitudes Unsure; Insecure Pressured Confused Diminished feelings of self Behaviors Denies talent Drops out of advanced classes Resists challenges Wants to belong socially Changes friends Recognize ability and properly place in advanced classes with the opportunity to take breaks. Provide same sex role models. Continue to give college and career information.
Type IV THE DROPOUT Angry with adults & with themselves; Defensive System has not met needs for many years; Burn-out or Spaced-out Depressed & withdrawn or acts out Interests are outside realm of regular school curriculum Poor self-concept School Support Diagnostic testing; Counseling; Nontraditional opportunities and study skills; In-depth studies; Alternative out of classroom learning; Mentorships; GED
Type V THE DOUBLE-LABELED Physically or emotionally challenged Learning disabilities Limited English Proficiency Typically not identified gifted Programs don’t integrate their varying needs Discouraged, frustrated, rejected, helpless, powerless or isolated School system tends to focus on the weaknesses School Support Placement in advanced classes; Opportunities for advanced work in ability area; Provide needed resources; Provide alternative learning experiences Give individual counseling
Type VI THE AUTONOMOUS LEARNER (The end goal for all students) Few demonstrate this at an early age Work effectively in school system Use the system to create new opportunities Strong, positive self-concept Positive attention & support for accomplishments Respected by adults & peers Leadership roles Independent, self-directed
Type VI - Autonomous Learner Feelings and Attitudes Self-confident Self-accepting Enthusiastic Accepted by others Behaviors Appropriate social skills Independent worker Develops own goals Follows through with plans Works without approval Follows strong areas of passion Creative Stands up for convictions
Type VI - Autonomous Learner School Support Curriculum and instruction offered at the student’s rate and level of learning Compacted curriculum Mentorships Dual enrollment or early admission to college College & career opportunities