Gifted Children

Team
Awesome! Possum!
 Outline
 What does it mean to be gifted?
 Definition
 Characteristics

 How does being gifted affect a child’s life?

 Positive or Negative?

 How do gifted students interact with their peers?

 How can teachers include gifted learners into the
classroom?
 Strategies

 Where can a teacher find resources about gifted

people?
 Organizations
 Internet
 Learning Outcomes
 Each student will be able to:
 Define gifted person.
 List at least five major characteristics of gifted people
 Discuss some of the positive and negative impacts
that being gifted has on a person
 Identify some the major resources available to
teachers for information on gifted people
 Discuss some of the ways gifted people interact with
their peers
 Describe some ways that teachers can successfully
incorporate gifted students into their classroom
 What does it
mean to be
Gifted?
A gifted person is
someone who shows,
or has the potential
for showing, an
exceptional level of
performance in one or
more areas of
expression.
 Characteristics of Gifted
Children
 They can display ADHD  Can leave projects and class work
symptoms due to boredom. unfinished.

 Can be very curious.  May not handle criticism well.

 Seem to know lots, and have a  Challenge authority.

good memory.
 Self-motivated.
 Learns quickly.  Uses higher level thinking.
(analysis, synthesis, evaluation)
 Gets bored.
 Can be critical of self and others.
 Enjoys a challenge.
 May work better alone than in a
 Independent. group. Can become “bossy” in a
group.
 Can be only a gifted student in  Easily gets off task and off topic.
certain subjects.

 Retains information quickly.

 How does being Gifted
Effect a Person’s life?
 Positive Impacts  Negative Impacts
 Fast Learners  Mislabeled
 Many forms of giftedness
 Read at early age
 Limited Programs/funding
 High Grades available
 Opportunities  High Stress
 Performance
 Over-achieve
 Depression
 Social Development
 “Teacher’s Pet
 Emotional
 Lack of other skills
 How do gifted students
interact with peers?
 Many gifted students see negative effects
after being recognized as gifted
 Feel different from others their age
 Embarrassed when used as examples by
teachers
 Many gifted students feel stigmatized
 "The Stigma of Giftedness Paradigm”
 Gifted students want normal social
interactions and they realize that when
others learn about their giftedness
they will be treated differently.
Therefore they learn that they can
manage the information that others
learn about them.
 When gifted students are asked
by their peers about school
work they will either tell the
truth, placate the other student,
cop-out of answering the
question, cover up or lie
 "A large portion of American
students with gifts and talents
have developed social coping
strategies that use up time,
energy, limit their opportunities,
cause bad decisions to be
made, retard their learning, and
threaten their lives." - Tracy L.
Cross
 gifted students benefit more
from being with their
intellectual peers rather than
their chronological peers
 gifted learners into the
classroom?
 Having extra support  Acceleration: letting gifted
and providing challenges students move at a faster
pace through the curriculum
 Grouping several gifted  Curriculum compacting:
students together assessing what a student
knows and then eliminating
 Providing alternate what has already been
activities for students mastered.
who have already shown
mastery of a task  Product choices: having all
students choose what they
produce (text, art, drama,
 Tiered assignments etc.)
 Flexible grouping  Having set expectations for:
productivity, evaluation and,
behaviour
 Where Can I Find More
Information?
Organizations  Teacher References

 BC Ministry of
Education  http://www.nagc.org/index.as
 www.bced.gov.ca/specialed/gifted
 www.hoagiesgifted.org

 Manitoba Council For

Exceptional Children
 www.teacherfirst.com/gifted/
 http://www.manitobacec.ca/
 Conclusion
 What does it mean to be gifted?

 How does being gifted impact a child’s life?

 Positive?
 Negative?
 Peers?

 Give an example of how a teacher can accommodate

to a gifted person in their class
 Where can we find resources on gifted children?
 Academic Resources
 Alexis’ References:

 Delisle, James R. , (Nov1999). For gifted students, full inclusion is a partial solution. Educational Leadership, vol.57 (Issue 3), p80-83.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ597088&ERICExtSearch_SearchType

 Gary, Margaret, (1979: fall). Educating the gifted: Prospectives and Promises. Contemporary Education, vol.51 (Number 1), p46-50.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ215173&ERICExtSearch_SearchType

 Willard-Holt, Colleen, (Oct2003). Raising expectations for the gifted learner, Educational Leadership, vol.61 (Issue 2), p72-75.
http://docushare.everett.k12.wa.us/docushare/dsweb/Get/Document-9986/Raising%20Expectations%20for%20the%20Gifted.doc.

 Costa, Authur L. & Kallick, Bena, (sep2004). Launching self-directed learners. Educational Leadership, vol.62 (Issue 1), p51-55.
http://www.1to1alberta.ca/resources/21st_century/self%20directed.pdf

 Roach, Patricia & Bell, David, (1986: winter). Finding the gifted: Problems and promises, Contemporary Education, vol.57 (Number 2), p95-97.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ332387&ERICExtSearch_SearchType

 Sapon-Shevin, Mara, (Dec1994/Jan1995). Why gifted students belong in inclusive schools. Educational Leadership, vol.52 (Issue 4), p64-68.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ496173&ERICExtSearch_SearchType

 Tomlinson, Carol Ann, (Dec1994/Jan1995). Gifted learners too: A possible dream?. Educational Leadership, vol.52 (Issue 4), p68-69.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ496174&ERICExtSearch_SearchType

 Winebrenner, Susan, (Sep2000). Gifted students need an education, too. Educational Leadership, vol.58 (Issue 1), p52-56.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ614612&ERICExtSearch_SearchType
Kyle’s References:

http://www.nagc.org/index.aspx?id=565

www.teacherfirst.com/gifted/spot.html

Lauren’s References:

Cross, T.L. (2002). Competing with myths about the social and emotional development

of gifted students. Gifted Child Today, Retrieved from http://www.sengifted.org/

articles_social/Cross_CompetingWithMythsAboutTheSocialAndEmotional

Development.shtml.
Cross, T.L. (1997). Psychological and social aspects of educating gifted
students.

Peabody Journal of Education, 72(3/4), 180-200, Retrieved from http://www.

jstor.org.libproxy.uwinnipeg.ca. 

Government of British Columbia. (2007). Gifted education – a resource guide for

teachers, Retrieved from http://www.livebinders.com/play/play?id=2689.

Swiatek, M. (2001). Social coping among gifted high school students and its
relationship

to self-concept. Journal of Youth and Adolescence, 30(1), 19-39, Retrieved

from

http://www.springerlink.com/content/x6316863272h7055/.
Mark’s References:

 Cowan, Timothy. (2009). Mixed Blessings: A Personal Reflection

on the Psychosocial Impact of Giftedness. University of
Winnipeg: Education Students’ The Anthology.

 Mason, Carla. (2009). Expanding Gifted Education: A Winnipeg

Educator’s View on Teaching the Gifted. University of Winnipeg:
Education Students’ The Anthology.

 Fornia, Gwen L. (2001). The Social and Emotional Needs of

Gifted Children: Implications for Family Counseling. The Family
Journal, 384-389.