Nature and Needs:

Characteristics of
Gifted Learners
Ruth Rodgers
Gifted Education Consultant
Arvada, CO
Beyond Motivation Igniting the Passion For Learning
NAG Annual Conference, Omaha, NE, Feb. 2015
ruthrodgers@comcast.net

RATIONALE:
In education today, teachers are expected to
effectively address a broad spectrum of
student needs and learning styles, and the
unique needs of advanced learners often go
unmet. Educators, students, and parents
alike will benefit from a better understanding
of what makes these students so different
from their peers. Many 'underachievers' are
frustrated gifted students who need
accommodations similar to other special
education students. Increasing awareness
will benefit this diverse population.

Education Today
CAP Curriculum Alignment Project
C S
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Prioritized
Benchmarks

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Core

. . . and so much more!! . . .

Higher
Order
Thinking
Skills

NOT

More
Of
The
Same

Best Practices

HOTS rather than MOTS

Pre-Testing
Options
Flexible Grouping (readiness, interest, style)
Differentiate CONTENT (What students learn)
Differentiate PROCESS (How they learn it)
Differentiate PRODUCT
(How learning is demonstrated)

Multiple Intelligences
(Howard Gardner)

Linguistic
Logical-Math
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist

How?!?

KNOWING
YOUR
STUDENTS

FLEXIBLE USE OF
APPROPRIATE
INSTRUCTIONAL
PRACTICES

DI

HIGH QUALITY
INSTRUCTION
Carol Ann Tomlinson
University of Virginia

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Gifte
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BRIGHT CHILD
Knows the answers
Works hard
Learns with ease
Is attentive and
responsive
Has good ideas
6-8 repetitions for mastery
Answers the questions
Top group
Is interested
Understands ideas
Enjoys peers
Listens with interest

GIFTED LEARNER

Asks the questions

Plays around, yet tests well
Already knows
Is mentally and physically
involved
Has wild, silly ideas
1-2 repetitions for mastery
Discusses in detail, elaborates
Beyond the group
Is highly curious
Constructs abstractions
Prefers adults
Shows strong feelings
and opinions

BRIGHT CHILD
Copies accurately
Is receptive
Completes assignments
Enjoys school
Grasps the meaning
Absorbs information
Enjoys sequential presentation
Is pleased with own learning
Is alert
Good memorizer
Technician

GIFTED LEARNER

Creates a new design

Is intense
Initiates projects
Enjoys learning
Draws inferences
Manipulates information
Thrives on complexity
Is highly self-critical
Is keenly observant
Good guesser
Inventor

The Question of Bright vs. Gifted . . .

Knows the answers - - - Asks the questions
Works hard - - - Plays around, but can test well

6 8 repetitions for mastery - - - 1 2 repetitions for mastery

Copies accurately - - - Creates a new design

Enjoys school - - - Enjoys learning

BRIGHT CHILD

GIFTED LEARNER

prepared??
questioning??
participating??
challenging??
do-bee??
lazy?? rebel??
pleaser??
noncompliant??
compliant??
weird??
strong work ethic??
inconsistent
cooperative??
work
habits??

Characteristics of Giftedness

Divergent Thinking Ability

Excitability
Sensitivity
Perceptiveness
Entelechy
-- Silverman, 1993

Divergent Thinking Ability

A preference for unusual, original, and creative responses

Innovative, high achievers in adulthood, task committed,
self starters, highly independent
(Einstein, Darwin, Mozart, Freud, Thoreau, OKeefe)

Often negatively reinforced, less accepted in girls (where

increased conformity tends to be expected/accepted)
Find it hard to organize thoughts/feelings/materials
(less accepted in kids than in adults)
Immersion learners, find out everything
May appear bossy, stubborn, rebellious, unmotivated,
inattentive, attention seeking, tactless
Feel alone, negative self-image, at risk for social ostracism
Source: Silverman, Linda. Counseling the Gifted and Talented. Denver: Love Publishing, 1993.

Excitability

A high energy level, emotional intensity & reactivity, high arousal of

the central nervous system
(Nellie Bly, Columbus, da Vinci, Amelia Earhart, Edison)
Can be difficult to live with: appear hyperactive, but when stimulated
by challenging material, are able to concentrate or organize
themselves well
Become bored & overactive, stimulus seekers (Edison)
Pace of the world seems too slow; decreased need for sleep
Exhausting for parents: need for novelty
Stimulus avoiders, stressful, irritable, overwhelmed, frightened
Often the target of peer teasing & bullying
Counseling issues: self-regulation, self-control, flexibility &
challenge with structure, crucial to finish at least some tasks,
relaxation strategies, relationships: learn to recognize cues
Source: Silverman, Linda. Counseling the Gifted and Talented. Denver: Love Publishing, 1993.

Sensitivity

A depth of feeling resulting in a sense of identification with others

(people, animals, nature, universe)
PASSION COMPASSION
Poets, investigative reporters, Peace Corps workers, political and
religious leaders
(Audubon, Alcott, Blackwell, D. Dix, Gandhi, MLK, Schweitzer)
Intense commitment to people & ideas
Dedication & commitment to goal
Feel too much pain, withdraw, overwhelmed, take on too
much responsibility making others happy, perfectionism,
gifted givers

Source: Silverman, Linda. Counseling the Gifted and Talented. Denver: Love Publishing, 1993.

Perceptiveness

Seeing several points of view simultaneously, understanding

several layers of self within another, and getting to the core
of an issue
INTUITION INSIGHT
Need for truth ** JUSTICE & FAIRNESS
Religious and political leaders, scientists, philosophers,
therapists, artists, poets, writers
(Dickinson, L. Hughes, Lincoln, M. Mead, Shakespeare, Anne Hutchinson)

Doesnt understand why others are lacking in perceptiveness

. . . Why am I so different from others?
. . . Why dont others see what I see so clearly?

Need unconditional positive support

Source: Silverman, Linda. Counseling the Gifted and Talented. Denver: Love Publishing, 1993.

Entelechy

from the Greek for having a goal

A particular type of motivation, need for self-determination,
an inner strength & vital force directing life and growth
to become all one is capable of being
(Helen Keller, Lincoln, Carl Rogers, Eleanor Roosevelt)
Highly motivated, exceptionally single-minded, can be
incredibly strong-willed
Unlikely friendships, charisma, lead others, inspire others
Some try to break the childs strong spirit
negative labels: rebellious, stubborn
Counseling issues: extreme loneliness of some gifted
children, learning how to recognize & find true friends
Source: Silverman, Linda. Counseling the Gifted and Talented. Denver: Love Publishing, 1993.

Dabrowskis
Overexcitabilities
(Sensitivies)
Intellectual
Imaginational
Emotional
Sensual
Psychomotor

Characteristics of Gifted Learners

Asynchrony

Multi-Potentiality
Difficult Peer Relationships
Intense Emotional and/or
Physical Sensitivity
High Frustration with
Unchallenging Curriculum
Imposter Syndrome

Challenges for the Gifted and Talented

Asynchronous development

Feelings of isolation
Conflicting expectations
Heightened sense of self
Advanced moral development
Loss of childhood
Perfectionism / task persistence
Overexcitability (social situations)
-- Betts, 1985; Betts, 2008; Betts & Neihart, 1988; Delisle,
1992; Silverman, 1993; Webb, 1983; Whitmore, 1983

Issues and Concerns of Gifted Children & Youth

confusion about the meaning of giftedness
non-acceptance of self
non-acceptance by others
non-acceptance of others
mixed communication from others
lack of significant peer relationships
inappropriate behavior
-- Betts, 1985; Betts, 2008;
& Neihart, 1988;
lack of cognitive challenges Betts
Delisle, 1992; Silverman,
1993; Webb, 1983;
boredom in the classroom
Whitmore, 1983

Issues and Concerns of Gifted Children & Youth

lack of positive role models

concerns with morality & justice

heightened sensitivity
feelings of inadequacy
relentless self-criticism / perfectionism
unrealistic expectations of self & others
hostility of others toward their abilities
feeling different
-- Betts, 1985; Betts, 2008; Betts & Neihart, 1988; Delisle,
1992; Silverman, 1993; Webb, 1983; Whitmore, 1983

Intellectual Characteristics and

Personality Characteristics
J Exceptional reasoning ability
J Intellectual curiosity
J Rapid learning rate
J Facility with abstraction
J Complex thought processes
J Vivid imagination
J Passion for learning
J Powers of concentration
J Analytical thinking
J Divergent thinking/creativity
J Keen sense of justice
J Capacity for reflection

Insightfulness
Need to understand
Need for mental stimulation
Perfectionism
Need for precision/logic
Excellent sense of humor
Intensity
Perseverance
Acute self-awareness
Nonconformity
Questioning of rules/authority
Tendency toward introversion
-- Silverman, 1993

How?!?

Autonomous Learner Model

Dr. George Betts
University of Northern Colorado

Unique Aspects of the

Autonomous Learner Model
1.

emotional component

2.

orientation

-- the affective part of the child

-- help students understand who they are

-- If all of a sudden youre put into

special programs and labeled gifted,
what does that mean?
-- How do I deal with that?
Betts, 2007; Kercher, 2007

Profiles of the Gifted

(Six Types of Learners, Dr. George Betts, 1985)

Characteristics / Behaviors / Perceptions

Type 1 = The Successful
Type 2 = The Challenging
Type 3 = The Underground
Type 4 = The At-Risk (drop-out risk)
Type 5 = The Twice Exceptional
Type 6 = The Autonomous Learner

Type I

The Successful / Teacher-Pleaser

Often the first to be nominated for gifted programs

High achievers
Finish their work early, do multiple assignments
Successful in school; know how to play the game
Lose autonomy & creativity
Work well in a prescribed curriculum
Seek teacher approval/structure
Risk avoidant usually havent learned assertiveness,
risk-taking, or autonomy
Dependent/conform
Loved/admired by teachers, parents, administrators
Often admired by peers
Assume they will make it on their own

Type 2 The Challenging

Rebel - - Do not conform

Challenging - - Question rules
Non-producers - - In power struggles
Demonstrate inconsistent work habits
Creative - - Persevere in areas of interest
Critical need for unconditional positive regard
Peers often see them as entertaining
Oftentimes not identified as gifted

Type 3 The Underground

Feel it doesnt pay to be gifted, in order to be accepted by peers

Want to belong;belongingneed supersedesintellectual
Hide their abilities; deny their talent
Begin to hide their creativity & intelligence
Drop out of advanced classes and gifted programs
Resist challenges
Lack confidence - - perceived as quiet / shy
Often are girls (middle school) (boys more in elem.)

Type 4 At-Risk
Beyond bored and frustrated, now resentful and angry
No longer obnoxious SOS: significantly out of sync, need family
counseling, need much more than aband-aid
Often dislike self, and often their teachers/parents
Enough is enough attitude; attempt and/or complete suicide
Resist/defy authority, selective consumers (i.e. under achievers)
Poor self-concept - - Isolated, unaccepted, defensive, rejected
Others are likely afraid OF them and afraid FOR them

Type 5 Twice Exceptional

Many are strong conceptual thinkers

May appear off-task or disruptive
Difficulty reading social cues - - Seen as weird
Seen as a hassle because of accommodations - - Underestimated potential
Seen ONLY for the disability - - Tend to look at what a student cannot do rather
than what s/he CAN do; focus on weaknesses rather than strengths
Gifted education and special education seen as mutually exclusive - - Seen as ungifted
Seem average or below - - Often have the presence of 2+ disabilities/disorders
Disorganized; slow in performance and in assessment - - Demonstrate inconsistent work
Dont know where to belong: peers in special education classes and in gifted classes
Become victims of bullies and can become bullies
Avoided by peers and teachers - - Often display attention and hyperactivity disorders

Type 6 -- AUTONOMOUS!!
= the ALM goal!

-- Characteristics/Behaviors -v Resilient
v Comfortable being a student and a learner
v Learn in school without sacrificing
individuality for conformity
v Develop own short term and long term goals
v Creative and critical thinkers
v Willing to work at the edge of their
competence
v Stand up for convictions
v Producers of knowledge
v Seek to better the world
v LIFE-LONG LEARNERS!
Betts, 2007; Betts/Kercher, 1999; Kercher 2007; Witzki, 2007

Type 6 -- AUTONOMOUS!!
= the ALM goal!
Perceptions of Adults/Peers

v Accepted by adults
v Admired for abilities
v Seen as capable & responsible
by parents
v Positive influences
v Successful in diverse
environment
v Psychologically healthy
v Positive peer relationships
v Accurately estimate their successes
Betts, 2007; Betts/Kercher, 1999; Kercher, 2007; Witzki, 2007

Autonomous
Autonomous Learner
Learner Model
Model
Orientation
In-Depth
Study

Seminars

Individual
Development

Enrichment

Dimension 1
-- Orientation -Key concept = foundation
Understanding Giftedness, Talent, Intelligence, & Creativity
Group Building Activities
Self/Personal Development
Program and School Opportunities and Responsibilities
-- underlies all other dimensions -- truly the foundation
-- a unique aspect of the ALM
Betts/Kercher, 1999; Kercher, 2007

Autonomous Learner Model

ALPS Publishing
nmgifted.org/ALM/intro.html

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Resources:
Conferences, Organizations, Periodicals, & Websites
NAG Annual Conference Feb. 2016
CAGT Annual Conference -- October 2015
Nebraska Association for the Gifted (NAG)
Colorado Association for the Gifted and Talented (CAGT)
National Association for Gifted Children (NAGC)
SENG Supporting the Emotional Needs of the Gifted
JAGC Jefferson County Association for Gifted Children
Gifted Child Quarterly and Parenting for High Potential (NAGC)
Gifted Child Today
Understanding Our Gifted (Open Space Communications)
Hoagies (www.hoagiesgifted.org)
Davidson Institute for Talent Development (www.ditd.org)
Summer Enrichment Program (SEP) UNC, Greeley, CO

Resources: Books
Bringing Out the Best: A Guide for Parents of Young Gifted Children
-- Jacquelyn Saunders and Pamela Espeland

When Gifted Kids Dont Have All the Answers

-- Jim Delisle and Judy Galbraith

The Survival Guide for Teachers of Gifted Kids

-- Jim Delisle and B.A. Lewis

Guiding the Gifted Child: A Practical Source for Parents and Teachers
-- J. Webb, S. Tolan, and E. Meckstroth

What Are the Social and Emotional Needs of Gifted Students?

-- H.L. Nevitt (NAGC Frequently Asked Questions packet)

Managing the Social and Emotional Needs of the Gifted

-- C. Schmitz and J. Galbraith

Counseling the Gifted and Talented -- Linda Silverman

Teaching Gifted Kids in the Regular Classroom S. Winebrenner
The Gifted Kids Survival Guide -- Judy Galbraith and Jim Delisle

Nature and Needs:

Characteristics of
Gifted Learners
Ruth Rodgers
Gifted Education Consultant
Arvada, CO

Beyond Motivation Igniting the Passion For Learning

NAG Annual Conference, Omaha, NE, Feb. 2015

ruthrodgers@comcast.net