GIFTEDNESS

GROUP 9

KAREN
What is giftedness?
Students with gifts and talents perform—or can perform—at higher levels compared to others of
the same age, experience, and environment in one or more domains. They require
modification(s) to their educational experience(s) to learn and realize their potential.

The Gifted Brain:

● Remarkably intense - the gifted brain possesses an exceptional ability to process

information quickly and make connections that others may not see. This heightened
cognitive function often leads to innovative thinking and creative problem-solving.
● Diffuse metabolizers (fuel for the brain) efficiently - allowing for sustained mental energy
and focus. This unique trait can result in groundbreaking discoveries and advancements
in various fields of study.
● Brain activity is planned and complex - resulting in a high level of productivity and
efficiency. This enhanced brain function can lead to significant contributions to society
and advancements in technology.
● It requires coordination for diverse visual, spatial, verbal, and sensory areas of the brain -
allowing for a well-rounded approach to problem-solving and decision-making. This
integrated cognitive process enables individuals to excel in multidisciplinary tasks and in
diverse professional settings.

Brains of Fire:

● Enhance activation - leading to improved cognitive abilities and innovative thinking. This
heightened brain activity can also foster creativity and ingenuity, driving forward
progress and innovation in various industries.
● Enhance awareness - leading to a deeper understanding of complex issues and the ability
to think critically in high-pressure situations. This heightened awareness can result in
more effective problem-solving and decision-making skills, ultimately leading to greater
success in both personal and professional endeavors.
● Story initial impressions - The increased awareness and cognitive abilities from Brains of
Fire can also lead to a greater capacity for empathy and emotional intelligence, improving
relationships and communication with others. Additionally, individuals may experience a
boost in confidence and self-assurance as they navigate challenges with a clearer mindset
and sharper focus.
● Intense and vivid recollections - The enhanced cognitive abilities can also lead to
improved memory retention and recall, allowing individuals to better retain and recall
important information and experiences. This heightened awareness can result in a more
enriched and detailed recollection of past events, contributing to a deeper understanding
of oneself and others.
● Increased memory capacity and efficiency - Overall, these cognitive benefits can lead to a
more fulfilling and enriched life as individuals are able to engage more fully with their
 surroundings and relationships. Additionally, improved memory can also enhance
problem-solving skills and decision-making abilities.

(The front lobe is bigger than regular.)

● Gifted thinkers make connections in ways other people do not:

● Associations - they can see patterns and relationships that may not be immediately
obvious to others, allowing for more creative and innovative problem-solving. This
unique perspective can lead to breakthroughs in various fields and contribute to
advancements in society as a whole.
● Analytical - they can break down complex problems into manageable parts, allowing for
a more systematic approach to finding solutions. This analytical thinking can lead to
more efficient decision-making and problem-solving processes.
● Organizational - they can structure information and ideas in a way that is easy to
understand and navigate, which can improve communication and collaboration within
teams. Additionally, their organizational skills can help streamline processes and increase
productivity in various settings.
-

- Vivid sensing But...

- Prodigious memory - Sensory, emotional, and memory
- Greater fund of knowledge overload
- Frequent and varied associations - Hypersensitivity
- Greater analytic ability - Disorganization
- Distractability
- Delayed processing (analysis
paralysis)
- Neutral Fatigue

ANDREIN
Characteristics:
● Ability to comprehend material several grade levels above their age peers
● Surprising emotional depth and sensitivity at a young age
● Strong sense of curiosity
● Enthusiastic about unique interests and topics
● Quirky or mature sense of humor
● Creative problem-solving and imaginative expression
● Absorbs information quickly with few repetitions needed
● Self-aware, socially aware, and aware of global issues

The Experts:

- Attentive
- Work hard
- Memorize
- Receptive
 - Pleased
- With self
- Absorbs
- Complete tasks
- Understands

- Academic Thinker
- High Achiever

The executive: (Sheldon Cooper)

- Asks unforeseen questions

- Guesses well
- Selects focus
- Intense
- Self-critical
- Manipulatory
- Knows

- Critical thinker
- Gifted learner

The Inventor: (Einstein)

- Daydreams
- Unconventional
- Overflows with ideas
- Improvises
- Work alone
- Improves
- Never finished
- Inventor

- Creative Thinker
- Gifted learner
EMIL
TYPES:

Type I – The Successful

They can learn effectively and accomplish well on intelligence and achievement exams. They are
therefore typically designated for enrollment in gifted programs. Because they are so eager to
please their parents, teachers, and other people, they rarely display behavioral issues.

Type II – The Challenging

usually have great originality and can be seen as snarky, impolite, or uncompromising. They
perhaps challenge the teacher in front of the class and frequently question authority. They haven't
figured out how to take advantage of the system and don't follow it. They don't get much praise,
benefits, or acknowledgment. Disagreement frequently arises in their interactions at home and
school.

Type III - The Underground

often experience anxiety and insecurity. The demands of parents and teachers frequently clash
with their evolving requirements. Adults respond to them in ways that simply strengthen their
resistance and denial much too frequently. These kids have a propensity to be pushed and told to
stick with their educational plan regardless of how they feel. People with type Ill frequently
appear to gain from acceptance of themselves at the moment.

Type IV - The Dropouts

Typically, they possess interests that are not covered by the traditional school curriculum, and
they need to be given the encouragement and recognition they deserve for their aptitude and
interest in these uncommon fields. For them, school appears unimportant and even antagonistic.
The majority of Type IV pupils are high school students, yet on rare occasions an elementary
student may "drop out"—that is, attend school infrequently or only on specific days—having
emotional and psychological, if not physical.

Type V - The Double-Labeled

frequently need to gain the traits that educators look for in bright students. They may struggle to
finish assignments due to messy handwriting or disruptive activities, and they frequently appear
perplexed about why they cannot complete schoolwork. They exhibit signs of stress, such as
feelings of hopelessness, frustration, rejection, and isolation.

Type VI - The Autonomous Learner

These pupils now know how to function well within the educational system. But in contrast to
Type Is, who want to do as little as possible, Type VIs have figured out how to use the system to
open up new doors for themselves. They make the system work for them, not the other way
around. Because their needs are being addressed, they are successful, and they get positive
attention and support for both who they are and their accomplishments, Type VIs have strong,
positive self-concepts.
Areas:

● academic learning
● leadership
● social issues
● technology
● the arts
● the ability to make friends
● business skills
● physical skills

Domains:
● Leadership
● Specific academic aptitude
● Performing arts
● Creative or productive thinking
● General Intellectual ability
● Psychomotor ability
● Clever sense of humor
● Emotional
● Vocabulary
● Intellectual curiosity
● Creative
● Intellectual
● Reading
● Strong sense of ethics and values
● Superior visual memory

Causes:
Gifted Children can be born with above-average natural abilities, but also can be acquired
through the environment. "Having great natural ability" is the technical definition of giftedness,
although there are many more aspects to it. It is harder to define than one might think. The
essential tenet of giftedness is that the child, not an outsider, determines what they wish to
experience. Indeed, a significant portion of giftedness is genetic. It has been proposed that a
gifted person's brain processes information more quickly. But one's environment is just as
significant. Both nature and nurture are at play because certain characteristics are learned and
some are genetic.

KAREN
Positive Negative

Acquire and retain information quickly Impatience with others; dislike basic routine

Inquisitive; searches for significance Ask embarrassing questions; excessive

interest

Emphasize truth, equity, and fairness Worries about humanities concerns

Seeks to organize people and things Constructs complicated rules; often as bossy

Large vocabulary; advanced broad Manipulates with words; bored with school
information and age peers

High expectations of self and others Intolerant perfectionistic; may become

depressed

Creative and inventive; like new ways of May be seen as disruptive and out of step
doing things

Intense concentration; long attention span and Neglects duties of people during periods of
persistence in areas of interest focus; resists interruption; stubborn

Sensitivity; empathy; desire to be accepted by Sensitivity to criticism or peer rejection

others

High energy, alertness, eagerness Frustration with inactivity; may be seen as

overactive

Independent; prefers individualized work; May reject parent or peer input;

reliant on self nonconformity

Diverse interest and abilities; versatility May appear disorganized or scattered;

frustrated over lack of time

Seeks cause and effect relationships Discomfort with the unclear “illogical” such
as traditions or emotions
Dabrowski’s Over-excitabilities
Psychomotor: lots of movement, trouble settling down and sleeping, nervous tics
Sensitivity: touch (labels), smells, sounds, lights, can’t tune things out.
Emotional: Happiness is elation, sadness is depression, anger is fury
KAREN
Difference of Genius, Gifted, and Prodigy:

Genius typically refers to someone with exceptional intellectual abilities, while gifted individuals
possess high levels of talent or skill in a particular area. Prodigies are individuals who
demonstrate extraordinary talent or ability at a very young age, often far beyond their years.
These distinctions highlight the varying degrees of innate ability and potential for exceptional
achievement among individuals.

EMIL

Genius: outstanding creative or intellectual ability or another natural talent.

Francis Galton defines a genius as someone who has significantly contributed to a field and has
had lasting influence. A genius is good in their field and not above a certain I.Q., savant, prodigy,
or gifted. Although a genius may be referred to as a savant, these terms do not fully capture the
essence of a genius.

ANDREIN

Gifted: a person with outstanding natural ability or talent.

Giftedness is defined as having an I.Q. score above the 98th percentile of the adult population,
which accounts for about 3% of the population. While children who score above the 98th
percentile against their peers may be gifted, it's unlikely they are gifted if they achieve that score
against adult norms. Gifted individuals are not limited to excelling in specific fields, but can also
be geniuses, prodigies, or savants, although they may not be savants.

MICAH

Prodigy: A person with extraordinary qualities or abilities, especially when still young

A prodigy is a child or adult who excels in a specific field, often being gifted or precocious. They
are not necessarily retarded, as they would be called savants. Not all prodigies grow up to be
exceptionally good in their field, and their recognition depends on their perceptive childhood
environment. If a prodigy does not grow up to be a genius, it is often considered a tragedy, but it
is more likely that they were precocious rather than brilliant.

MICAH
Educational Intervention:

Gifted individuals possess exceptional abilities in one or more domains (for example,
mathematics, music, or athletics). Furthermore, they typically possess high levels of
self-motivation, curiosity, perseverance, and enjoyment in developing and expressing their
talents.
There is no universally accepted definition of giftedness, which can appear in a variety of ways.
Other terms used to describe giftedness are "outstanding talent," "gifted and talented," and
"high-ability."

So how can you support your students as an educator?

1. Compact the curriculum and provide enrichment activities

Create environments that are stimulating and integrate the curriculum to meet the needs
of gifted children on the social, emotional, physical, and cognitive levels. Permit students
to progress swiftly from the mandatory curriculum material to more difficult stuff. Give
academic rigor a chance.

2. Make the curriculum student-centered.

Engage gifted students in curriculum decision-making, teaching them how to take

responsibility for their learning. Create the curriculum based on the student's interests and
educational needs.

3. Encourage gifted students to participate in extracurricular activities that involve

academic skills.

Teams in math and debate are two examples. It is especially important to support gifted
children in using their skills and abilities in positive rather than disruptive ways since
they are frequently born leaders. Encourage the talented student to think about standing
for office in the student government or another relevant extracurricular.

4. Always remember that gifted children are similar in many ways to the average child
in the classroom.

Do not set unrealistic expectations and pressures for your gifted student.

5. Address the counseling needs of each student to support emotional growth, as

needed.

Some gifted students have issues with anger, boredom, and bullying. Delinquency,
isolation, depression, peer relationships, perfectionism, dropout from school, stress,
frustration, and underachievement. Approximately 20-25% of gifted students experience
emotional difficulties.

6. Remember that gifted children may not excel in all areas.

They may outperform other students in some areas while falling behind in others.
Become aware of the strengths and weaknesses of students in your class.
7. Embrace creative questioning

Gifted students are frequently curious about the world around them, and they may ask
detailed questions to quench their thirst for knowledge. This curiosity extends beyond a
simple interest in a topic and can include aspects that appear to be outside the scope of a
lesson. Respect your students' curiosity and encourage them to seek answers to seemingly
impossible questions. Students may ask unexpected questions, so when a unique question
comes up, try to leave room for exploration by asking where it came from and what it is
related to.

8. Provide Plenty of opportunities for gifted children and average children to engage in
social activities.

Some gifted children may need help in developing social skills.

9. Try to find the joy and uniqueness in each child.

Children may display their gifts. On non-typical levels, rather than in general intellectual
aptitude or specific academic abilities. Keep in mind that each child will have unique
needs.

10. Establish and maintain a warm, accepting classroom.

Teach your students to respect and value diversity. Provide a setting where the child can
showcase his or her performance and learning skills. It is the goal of educators to
establish a classroom that is open, personalized, and noncompetitive so that each student
can learn at their own pace.
Pictures:

POPULAR MAINSTREAM CHARACTERS THAT REPRESENT GIFTED CHILD.

SHELDON COOPER

Wolfgang Amadeus Mozart

BLAISE PASCAL
REFERENCES:
What is Giftedness? (n.d.).

https://nagc.org/page/what-is-giftedness#:~:text=No%2C%20Keep%20Private-,What%20is%20

Giftedness%3F,learn%20and%20realize%20their%20potential.

Davidson Institute. (2023, June 16). Characteristics and Traits of Gifted Children | Davidson

Institute.

https://www.davidsongifted.org/prospective-families/gifted-traits-and-characteristics/

About gifted and talented children and teenagers. (2021, October 25). Raising Children
Network.
https://raisingchildren.net.au/preschoolers/play-learning/gifted-talented-children/about-gi
fted-children

Profiles of the gifted and talented. (2022, July 21). Davidson Institute.

https://www.davidsongifted.org/gifted-blog/profiles-of-the-gifted-and-talented/

Matlin, L. (2013, July 10). What Makes a Gifted Student? Open Colleges.

https://www.opencolleges.edu.au/blogs/articles/what-makes-a-gifted-student

Taylor, S. (2003). Your top students: Classroom strategies that meet the needs of the gifted.
Portland, ME: Stenhouse Publishing.

[Classroom Strategies] Teaching Gifted Students. (2023, November 15). Edmentum.

https://www.edmentum.com/intl/articles/classroom-strategies-teaching-gifted-students/

Henage, D. (1990). The Gifted Intervention Manual. Columbia, MO: Hawthorne

www.teachersfirst.com/gifted.shtml: Working with Gifted and Talented Students.

References: Genius, gifted, prodigy, or savant? (n.d.).
https://paulcooijmans.com/psychology/genius_gifted_prodigy_savant.html

OEER Media. (2019, August 21). Identifying gifted learners [Video]. YouTube.

https://www.youtube.com/watch?v=UCrKY1RXEHQ