1. Gifted Students Stephanie McBride, M.Ed. Created May 2012

2. Definition Giftedness is a scientific construct that has a relatively circumscribed definition. Children who are gifted require special education. Students with gifts and talents are equal to other children in mental and physical health, and have the same social and emotional needs as typically- developing peers.

3. Identification Typically, schools use standardized testing results or hints picked up by the child’s teacher. The following is the processes are used by Portland Public Schools: “Pre-screening checklist” http://www.pps.k12.or.us/departments/tag/1392.htm http://www.pps.k12.or.us/departments/tag/1392.htm A team assesses data compiled on the “Identification Process Form” www.pps.k12.or.us/files/tag/2011- 2012_TAG_IDPF_VERSION_2.pdfwww.pps.k12.or.us/files/tag/2011- 2012_TAG_IDPF_VERSION_2.pdf www.pps.k12.or.us/files/tag/Attributes_Talented_Gifted_English.pdf www.pps.k12.or.us/files/tag/Attributes_Talented_Gifted_English.pdf

4. Variables affecting giftedness Social class: prevents schools from identifying all children who could be gifted Changing views about the nature of giftedness: Entity model: genetic, innate characteristics: fixed for life Incremental model: developmental model: special education is needed to develop potential Parenting: Children crave engaging dialogue that accentuates communication skills

5. Profiles of the Gifted & Talented… www.pps.k12.or.us/files/tag/PROFILES_OF_THE_GIF TED-10-1-08.doc www.pps.k12.or.us/files/tag/PROFILES_OF_THE_GIF TED-10-1-08.doc

6. Characteristic Strengths and Possible Problems of Gifted Children See PPS chart www.pps.k12.or.us/.../Possible_Problems_That_May_B e_Associated_With08.doc www.pps.k12.or.us/.../Possible_Problems_That_May_B e_Associated_With08.doc

7. Characteristics Common to Underachieving Gifted Students See pps checklist www.pps.k12.or.us/files/tag/Characteristics_underach ieving_student.pdf www.pps.k12.or.us/files/tag/Characteristics_underach ieving_student.pdf

8. Perfectionism and Giftedness Types of perfectionism: Socially prescribed perfectionism: excessive self-scrutiny; focus on others’ perceptions of one’s achievements; can lead to anxiety, depression and social isolation. Self-oriented perfectionism: setting exacting standards for oneself. This may propel one to higher levels of effort and achievement. Individuals fall into a continuum of these attributes, and may play a part in the social-emotional issues for gifted students.

9. Social Challenges and Opportunities Negative language used to describe gifted kids in the past: nerd, geek, brainiac, white The recent focus on technological/computer skills has raised the social status of kids gifted in this area. Gifted youth desire authenticity when dealing with adults. If they don’t experience genuine behavior, they develop mistrust, conclude people are generally insincere, and sometimes seek authenticity through self-inflicted pain.

10. Ideas for Highly Capable Learners On an individual basis: Give a student time to do independent study based on student interest. Give different assignments to students. More advanced students would have assignments based on higher levels of thinking. Design learning centers that allow for different interests and abilities of students. Provide more advanced reading material, study questions or project possibilities for students when appropriate.

11. Ideas for Highly Capable Learners On a group basis: Provide open-ended activities that allow for varied responses. Present unusual information or subject matter to students and allow individual students to follow-up according to his / her interests. Train students in problem-solving techniques.

12. Ideas for Highly Capable Learners Other people as resources: Have a tutor work with an individual student. Have a guest speaker talk with students. Have students work in small groups, sometimes grouped with other gifted students and sometimes not.

13. Advocating for Gifted Students We are all morally obligated to act on behalf of gifted students by offering them challenging curriculum. Not doing so causes them to feel frustrated, undervalued, and may result in becoming disengaged from the educational experience.

14. Sources Gifted Child Today. Cross, T.L. Spring 2009, pp. 40-41, 65. Prufrock Press. Portland Public Schools websitehttp://www.pps.k12.or.us/departments/tag/index.htmhttp://www.pps.k12.or.us/departments/tag/index.htm