A Field Guide to Gifted Students: A Teacher's Introduction to Identifying and Meeting the Needs of Gifted Learners (Set of 10) [1 ed.] 1618219847, 9781618219848

Citation preview

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Tach’IoyMNof FieldGuto A

GUIDE to gifted

students MK byCharloteAg&

A Teacher's Introduction to

Identifying

and

MEETING THE NEEDS OF GIFTED LEARNERS

To my students, who teach me so much. —Charlotte To mom, dad, and Melissa, my strongest cheerleaders from day one. —Molly

First published in 2020 by Prufrock Press Inc. Published 2021 by Routledge 605 Third Avenue, New York, NY 10017 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 2020 by Taylor & Francis Group Cover and layout design by Allegra Denbo Illustrations by Charlotte Agell All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. ISBN 13: 978-1-6182-1984-8 (pbk) DOI: 10.4324/9781003232599 Additional resources can be found at https://www.routledge.com/9781618219848

Table of Contents Introduction 2

HAVE YOU MET ...?

Olive, the Instant Intuitor3 Louis, the Super Connector5 Quinn, the Explainer7 9 Nelson, the Sponge

Pam, the Bibliophile

11

Sean, the Marathon Focuser

13

Sadie, the Maverick

15

Liam, the Sensitive Soul

17

Haley, the Perfectionist

19

Ingrid, the Noticer

21

Horace, the Fluid Thinker

23

Samantha, the Idiosyncratic Sophisticate

25

Other Learners to Consider

27

Logistical Suggestions

28

Resources and References

30

Introduction The kid who takes apart the fire alarm, just to see how it works the kid with test scores who sits in like an unwatered plant. sky-high droopily your room, .

the

.

.

.

the kid who has 4,000

ignore

them

.

.

ideas,

their hand

shooting

up

so

often that it's

tempting

.

to

.

Truly n euro divergent

students

are rare

birds,

the classroom. A bird's

presentation may be bold somewhere in between, but each arrives with

but as a

they are capable blue

jay,

timid

of

shining in

as a

titmouse,

particular needs. Gifted students' needs are quite different from those of their peers in the regular flock, and you will find yourself needing and wanting to adjust your expectations, routines, and even classroom habitat. Although school may feel like a natural habitat for some gifted or

students, most others will find the them, adaptation will be necessary. Gifted students

are

traditional classroom far from ideal. For each of

developmentally

advanced in

one or more areas

and,

therefore, develop programming in need of differentiated

in order to

at their

own

accelerated (Silverman, ).

field

pace guide will

2013

What does this need that

help you begin and other formal assessments will often be

with

to

answer

an

for your classroom? This Although standardized tests

mean

question.

ally, there is

no

substitute for a teacher

informed radar and

practical experience. guide introduces 12 fictional children who bring the most common of giftedness to life. You will get a glimpse of what these students sound and act like in school, followed by anecdotes about similar students we have worked with in the field. The guide includes tips to help you support the gifted child's success an

This

characteristics

in school. There is also space to record the strategies that worked for you and your students, as well as your own ideas. Record and share with your colleagues, as

collaboration energize through challenging will

this

you

work.

Online Facilitator's Guide The online facilitator's

guide

leaders need to conduct

a

includes

brief

everything workshop

course

teachers, coordinators, counselors,

for classroom

or even

parents. Find the

guide at https://www.routledge.com/9781618219848

.

DOI: 10.4324/9781003232599-1

Have...You Met Instant Intuitor?

Olive, the perceptive

•

expeditious

Olive's got

a

•

knack for

ready absorbing information.

Classroom

procedures? She knows them. Stories you read aloud? She can recite them. Facts and figures? She's filed them away. She has a memory like an She is ready for the second step almost before

elephant.

you've finished showing her step one. If she's absent, it only takes 5 minutes for her to catch up with the class. Reviewing for a test? Practicing a skill for the third or fourth time? Better give Olive something else to

Interactions With One Olive

we met

a

math that

Olive

had such

an

knowledge absorbing quickly learned

we

to preassess

unit

already got it.

appetite for rapid pace for

intense

and

an

do because she's

so

her

on

every math

she could learn the

new

material and the unit

spend the rest of working on an in-depth

project. She needed this accelerated

being higher level material was

relieved

to

a

even

after

year in math. The was

appropriate, but

have the freedom

Another Olive

to

it didn't

change her swift pace of learning. She let her brain work at its own speed.

struggled to pay during spelling lessons. The regular spelling we met

attention program

read

a

was

all review for her,

book beneath her desk

so

she often

during the

lessons. She

was an

avid reader who devoured

books 2-3

grades above her age-mates. Even the challenge words were familiar to her. So, we replaced her weekly spelling list with a study of root words. She was thrilled to learn where words came from, and she quickly developed her own weekly lists of fascinating words to learn. After that, she was always engaged during spelling.

DOI: 10.4324/9781003232599-2

Olive Tips

for

Working

With

Olive

an

Give Olive the freedom to

phase of learning while other students ana

the

move on to

next

review

practice.

Structure mini

Learning opportunities

for Olive

can connect

so

she

her

interests and/or topic. curiosities to the

She

could

explore websites, read books,

check

out

and fill

out an exit

videos

or

online,

museums

slip

to

share her

learning.

Remember, she still needs teacher guidance. Establish appropriate ways for Olive to let know she knows

something

so

that she

you

can

move on.

Make

Olive fills

sure

out an exit

ticket

so

you

know that Olive understands the topic. Ask her to explain why she finds the topic "easy." Instead of

having Olive

already knows, ask her for

review material she to

fill

out a

proposal

alternate project that will show she can apply her learning. Note that some Olives may not have the spatial skills to complete a an

project without scaffolding. Provide Olive with

an

audience

to

share

her skills and may vary

learning. This audience depending on if your Olive is

of the extroverted

or

introverted variety.

Field Notes ──────────────────── ────────────────────

────────────────────

────────────────────

HAVE YOU MET . . . Louis, the Super Connector? philosopher • arguer • aesthete Louis understands

che at

of

workings glance.

first

a

He

complex ideas and objects, Like computer or a foreign Language,

sees

connections between

ideas,

like the math behind music, and

explains abstract concepts with analogies or examples. He can fractional parts of things in his head, discuss the concept of black holes comfortably, and tell you everything about time travel. Asking big questions is

picture a

social-emotional need for this species. Alternate

realities? The meaning of life? Bring it on! Louis loves to gnaw on complex, abstract ideas!

Interactions With

Louis

a

fifth-grade genetics enthusiast. He came in one day, completely enamored with a on the subject. At the end of a long share with the teacher, he proclaimed with a satisfied sigh, "It's so nice to finally talk to somebody who understands what I'm talking about." This One Louis

we met was a

documentary

same

Louis went

genetics, starting teachers

on to

take online

in seventh

courses

in

grade. His science they needed

realized that

quickly provide more in-depth options for school projects, given Louis's ability to instantly concepts, connect them, and ask deeper

to

understand questions. This child

was

also

a

beautiful classical

pianist, demonstrating his ability to access

the

overarching

theory framework

even

music as

he

let his emotions flow. He didn't

just play; he understood the

language and patterns of music.

we

Another super connector met was a middle school girl.

She had

an

innate drive to ask the

big questions. She had

not out-

DOI: 10.4324/9781003232599-3

Louis

grown her childhood wonder. She got swept up in

wanting

to

explore science-based and

philosophical questions about the limits of human capability. At her initiative, a lunch science group was born in which she and other like-minded girls pursued these deep, connected, and fundamentally existential questions. This weekly forum and the encouragement of her teacher made it okay for this super connector to ask such questions in school. For this

classroom

sort

of thinker, this

was

Tips for Working

like getting permission

With

Provide Louis with

to

breathe.

Louis

a

avenues to move to

higher Levels of

thinking quickly because he'll master basic concepts at first glance. Be prepared: He may try to argue his way out of drill-and-practice activities, and is always more valuable.

application Give Louis

room to

wonder—he's full of

interesting questions! Provide him with appropriate tools, like a notebook or

sticky Keep

notes to

record

thoughts.

open mind—Louis is bound to pose

an

unexpected questions

or

share

big thoughts with

you.

Provide parameters for sharing—could he pose one farleave you one sticky note per class...swapa com unication flung query a day ...

swap

a

communication

log with you? Consult with the

options.

Free

foreign language teacher to brainstorm language enrichment language websites can be a fine resource

Invite Louis to research

a

topic of his

interest related to the curriculum and create

a

presentation for the class. Provide Louis with

reading and other research material that connects disparate history. He will appreciate the context because he is for materials that provide this sort of connective tissue. Introduce Louis to complex strategy games (beyond chess) in which multiple are in interdependent motion.

disciplines, hungry such

as

science and

elements Field Notes

HAVE YOU MET. . .

Quinn, the Explainer? hilarious

living dictionary

•

Quinn sounds Like old. His

an

daily vocabulary

literati

•

adult, but he's only

8 years

is full of words like

discombobulated, hypothesis. ironic, and

at a game one

of Scrabble

He could beat you

or

Boggle.

you hear when you make

is often

a

His

laugh

is the first

pun in class. His hand

share his opinions with the waving, ready group. He has a way with words, able to clearly explain his ideas to you. And when another student to

is confused

clarify

Interactions With One

Quinn

provided

we met

in the school

a

had

your

directions,

you turn to

Quinn outstripped the

resources

His love of words and

library.

rich Literature had drawn him

to many a

book, and the school librarian spirit.

by

them for his classmate.

was a

good

kindred

We connected him with The Phantom

Tollbooth in the third

grade. As a fifth grader, he

aiaaled about Montu Puthon skits and The New Yorker cartoons. We reached to

out to

the

town

feed this word Lover, and he dove into the

complex

library

more

literature with great gusto.

Another Quinn we encountered was an Enthusiastic Keeper of the Room Rolodex. Every he

wrote

day,

down all of his and his classmates'

amazing new words in an old-fashioned flip device, repurposed for modern-day

vocabulary hunters. Quinn was a room resource

handler. This

was a

positive redirection of his immense

enthusiasm for

extraordinary

words. Other students knew

to

Quinn with their vocab finds, which gave him a connection to go to

the other students and his

gleeful devotion

helped put

in context.

DOI: 10.4324/9781003232599-4

Quinn

to

Quinn Tips for Working Give

With

a

Quinn opportunities

probably stronger

in

Quinn to

articulate his

one area

thinking both orally and in writing—he than the other, and it's good practice for him to find

is a

balance between both forms of communication. Provide Quinn with

more

sophisticated

communication

tools, such

as

advanced

detailed assignment options, and digital tools. graphic organizers, Give Quinn clear feedback if he starts to dominate class discussions or group more

model much conversations; listening and discussion skills. If you encounter

proper

a

more

introverted Quinn, create comfortable mini-forums in which he can begin to share. Introduce Quinn to kindred spirits in books with rich language and authors who love the written word. The books

more

introverted Quinn will be

particularly appreciative,

as

like peers to him. Provide Quinn with reading and research seem

material

to

match his

level, keeping

in mind

comprehension developmentally

appropriate subjects. When Quinn exhausts his school library's resources, reach out to the community

library

or to

district librarians who

serve

population. Make sure that your classroom library is diverse enough

an

in

older

level,

as

Consider

well as genre.

matching Quinn with in a higher grade.

an

intellectual peer

Field Notes

────────────────────

─ ─────────────────── ──────────────────── ──────────────────── ────────────────────

HAVE YOU MET... Nelson, the Sponge? insatiable

•

focused

•

picky

Nelson soaks up every bit of information you

provide and then finds his insatiable more on

own.

His

curiosity really that he asks tots of questions. He know the who, what, when, where, why, and

means

wants to

how. He will ask you things you yourself and pose questions

thought you're nobody knows the answer to! He is eager to learn, perking up when you kick off a new unit of study. However, he can be picky and may only devour knowledge in certain areas he's fascinated with. Get ready to find Nelson at your desk each day with a new fact or query because he is overflowing with wonder. of

Interactions With One Nelson

working focus

on

his

we

own

his

a

knew

sure

Nelson was

always busy

investigations. If the

liking, there

group

nobody as engaged. compelled the matter or by particular subject approach, he'd and disappear into his own thoughts. If you can find was to

never even

was

But... if this Nelson wasn't

disengage way to relate the

then this

topic

of Nelson

to one

of his

current

climb back

a

fields of interest,

board. For

example, "Language phase. This included the invention of his own Languages and an independent hyper focus on Learning Spanish and Esperanto. When the group was working on independent creative writing, this NeLson really just wanted to continue with his Linguistic work. He was Lured into more expressive, creative work when we suggested that his story could center on a language sort

this Nelson

was

can

in an intense

on

as

code"

code. In his story, he could include this code as "clues" to a mystery. This incorporation motivated him to start

writing

more

enthusiastically and working

the elements of fiction. Frequent check-ins were necessary until he really got going. We on

applauded when this Nelson let himself more

go

"free form."

Another Nelson

we met was an

eager

Learner,

full of wonder and joy for the world around him. We often

DOI: 10.4324/9781003232599-5

Nelson heard "Did you know... ?" or "Can you believe ?" from this Nelson. He Loved learning. When we were excited about a new question for the class to explore, a new unit of study to dive into, ...

or a new

project to embark upon, his enthusiasm

for

clear. To get the most out of his passion plan projects and assignments with him endeavor, when his interest was high. He had the endurance

found that it worked well

was

learning, right at the beginning of a new to see things through to the end, but needed support chunking large projects and meeting we

to

out

deadlines.

Tips for Working

With

a

Nelson

Harness Nelson's excitement

his

own to

by encouraging him

to pursue

questions and ideas

on

share with the class.

Give Nelson clear

expectations about what level of knowledge

demonstrate in class assignments, while also stretch and explore in depth. Give Nelson

room to

Provide Nelson with

develop his

own

you want him to

providing him with opportunities

wonderings

to

drive his

to

learning.

forum for his questions—a journal, notebook, or sticky note to share with you or a

a

introverted Nelson may shared notebook with you that is

peer. A

more

appreciate passed a

back and forth rather than the expectation share his thoughts out loud with another

to

person. this kind of Nelson leeway when Give

some

he appears to be daydreaming. more introverted Nelson may work

A

better alone than with own

rich Plan

a

on

certain

group

so

he

projects rather can

work

at

rapid pace and really dig deeply

his into

content. out

Nelson

projects and assignments with

beginning of a endeavor, when his interest is high. right

at

the

new

Field Notes

──────────────────── ────────────────────

────────────────────

──────────────────── ────────────────────

HAVE YOU MET. . .

Pam, the intensely

Bibliophile?

invested

Pam is

a

•

passionate

voracious reader. In

•

strong-willed

preparation for

winter break, she checked

out at

Least 2 dozen books from

Library, everything from Anne of Green Gabies to an anthoLogy of arachnids. She gets aLong just fine with the other third graders, but she could talk your ear off about the history of blimps, her latest dig, or the batting average of every Red Sox player since 1980. Sometimes, her deep interests take over and it can be tough to refocus her on other areas of learning. She can get so invested in creating

the

archeological

watercolors about her favorite fossil that she ends up with a full gallery exhibit!

Interactions With

a

Pam

One Pam of the introverted

constantly almost completely into books and their worlds. They were her refuge. She would often need guidance for reentry

variety

we met

disappeared

into the real world in order to

acclimate its

the classroom and

to

demands,

not suit

most

her. She

of which did

was never

that eager to

discuss these

Literary worLds, but transLated frequentLy into inspired Literary Landscapes of her own. These were portals to speaking with this exquisitely shy Pam. We found it truly helpful to meet her, to begin with, inside the realm of her writing. Teachers found her more willing to work on the required work after they visited this domain borne of her incredibly

them

fertile imagination. It's almost like this child lived in a very different habitat. Teachers learned that she needed more time to redirect herself to classroom work. It was hard work to migrate from the world inside her head

physical world and its demands. Nurturing a of trust with a shy bird like this is essential and begins with visiting and acknowledging its natural habitat. Setting up subtle signals in advance can work well. A tap on the shoulder or a little sticky note on the desk, in advance of the actual transition, can work wonders. to

the

relationship Another

bibliophile

we

encountered in the classroom

about historical fiction. He would devour

tomes

was a

boy who was passionate although he was

about World War II, and,

DOI: 10.4324/9781003232599-6

Pam inclined to be quiet, once we engaged him about this field, he would happily spend a very long time telling us all about tanks, much

more.

airplanes, strategies, battles, and struggled with anxiety, so his

so

He

various teachers successful in

were most

supporting they relationships him when

with him. This

was

created strong easily done by engaging him

in conversation about his

Tips for Working

areas

With

of passion.

a

Pam

Provide choice, whenever

possible, to allow of knowledge and interest to the current unit of study. Pam to connect her

areas

Be up front and honest with Pam: There will be units of study that areas

are

outside of her

of interest that also have value, and you will explain to her why they do. You to negotiate and highlight some upcoming times when she will be allowed

may have

her passions. Give Pam the chance to share her

to connect to

knowledge with peers and other authentic You might find that there are very specific channels that work better for more introverted Pams. (There are different ways to share, and some of them are quieter than others, such as face-to-face or having her work speak for her.)

audiences. Give Pam clear parameters

so

she

knows when assignments due and what

are

products expected. If she

are

beyond these expectations, help her break her grand ideas into manageable wants to go

steps

or

pick one

suggest she just element to pursue.

Field Notes ────────────────────

──────────────────── ────────────────────

ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ;ɐ ; ────────────────────

HAVE YOU MET... Sean, the Marathon Focuser? acutely absorbed

•

Sean will Lock

extended on a new

serially obsessed right

into

an

•

high-speed brain

activity

or

task for

periods of time, staying hyperfocused book, a cool assignment, or a fun project.

When you read aloud a favorite book, he begs you to share one more chapter. He could build with LEGO bricks for hours,

spend

an

entire

day

on a

PowerPoint

presentation about Acadia National Park, or get lost in the world of origami. Sometimes, he gets so

engrossed that he looks

up to

see

his whole class

has left for lunch without him! Deadlines may pass while he's still working, completely enmeshed in the

experience.

Interactions With

a

Sean

Skills like

chunking, completing homework, and keeping materials organized did not come easily to one Sean. With the habit of tunnel focusing, other things fell away; priorities that

were

important

to us were not

important pencil?"

him. "Where's your "I don't know." "Where's your backpack?" "Uh." But then to

he showed

the fleet of origami pterodactyls he created while we were giving instructions. The us

strengths of this Sean were masked by the way he with the everyday requirements of school. This Sean needed the opportunity to focus for long periods of time on areas of interest.

struggled This Sean also needed frontal lobe. A teacher this role to

to

surrogate take on

can

by scaffolding skills needed

organize materials, complete assignments on

transition,

and

a

to

time, while

slowly releasing this responsibility to the child. Don't

overlook this need, older Sean.

They

reminded—even

even

in

an

may need to be

retaught—this

organizational skill set.

DOI: 10.4324/9781003232599-7

Sean Another Sean

we met was

acutely interested

in

cutting figures. out Star Wars

She

doing this using the scrap paper we had provided during annual abilities testing. She zoomed through the test in nearly record time, while mostly seeming to focus on depicting Chewbacca and Yoda. It was a strange, but notthatsurprising, was

outcome tests to to

find hers

be able

in their As

one

when

to

own

Sean

we

scored the

the top. Some Seans seem complete side tasks while being nearly at

fully engaged

pursuits. It might even be a necessary component to have this semi-distraction. said, "I need to have music on when I'm working. It slows my brain down so I can

focus." The pace of a Sean's ideas might be too fast to get them in writing. It was as if this Sean needed an interruption to slow them down. When writing, she was always seven

sentences ahead her mind, while being be adept typist. The key helping in

aware

even

of the strategies that

Tips for Working

to

an

a

Sean is to

help them.

With

a

Sean

advantage of his Long attention span. through scenarios in which project deadlines arrive while Sean is still knee-deep in learning. Workout a signal system with Sean (like a shoulder tap or small token on his table) so he knows that he needs to find a stopping place in his work and prepare for a transition. Give Sean

a

choice of working spaces

to

take

Discuss the need for time parameters, and talk

Discuss

appropriate times

to

settle into

an area

of interest for

an

extended time.

Identify times outside of school (clubs, sports, community projects) when Sean can really focus on work for an extended period of time. This will feel like a relief to Sean.

Field Notes

____________________________________________

__________________________

___________________________________________________________________________________

-_ _ _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _ _

HAVE YOU MET... Sadie, the Maverick? confident

driven

•

Sadie is

ideas, from

a a

•

independent

real go-getter. She is full of her own neighborhood babysitting business to

original composition she's written for the holiday concert. And she's not shy about getting things an

moving. assign project,

When you a she's got a twist to When have a class discussion, she's got propose. you an opinion to share. She may be the leader of every

happy to be a one-woman show. She takes pride in her individuality. Her desire to do things or

group

her

own

passion

Interactions With One Sadie

we

a

come across as

way may comes

rebellious, but her

from the heart.

Sadie

spent the

met

be

summer

writing peddled neighbors opus. He then

an

in order to have

and

crave

an

the

earn

it to the

audience

spotlight.

his party. Sadies To continue to feed at

this musical passion, this Sadie wrote the music teacher to ask for permission

a

letter

to

to

compose piece grade perform a

for the fifth

to

at

the

holiday concert. The music teacher not only approved his request, but also taught him how

composition program on the computer to create his piece. This teacher didn't diminish the magnitude of this dream, but did provide a suitable channel for this grand scheme. These Sadies dream big. Harnessing their energy without

to use a

squelching their dreams

is

key. They tend

be very recognize their need to

conscientious students, and it's vital for teachers

for

to

challenges in

areas

outside of their main passion.

Sometimes

Sadie

can

a

have

be your surrogate frontal lobe! She'll never even thought of. It's valuable to

good ideas you've without letting her derail the show.

listen be

so

focused

on

their

own

Sometimes Sadies

vision that there is

no room

can

for

other voices. Part of nurturing Sadies means allowing room for their magnificent notions, yet also encouraging them to Listen

to

others' ideas. One Sadie

we

taught struggled

so

much

to

understand others'

positions killing animals), (because that she refused

to

watch Animal Farm

it showed the

of

DOI: 10.4324/9781003232599-8

was

Sadie deeply discouraged by the lack of

justice amongst her eighth-grade peers, and wanted to be the sole proprietor of the Classroom Imaginarium (a converted fish tank with changing themes). She was oppositional and not based on whim, but on intense inner

core

orientation toward

values. A Sadie like this is harder

to

talk into collaborative work. In fact,

one

of her

seventh-grade teachers allowed her to do some group work alone and supported her

collaborative work

other times. Because of this support, this Sadie community. There, she both stars and directs. at

Tips for Working Make

With

a

now

flourishes in the theater

Sadie

for choice in class assignments and projects version or format. room

so

Sadie

can

develop her own

Provide clear parameters for classroom discussions so Sadie knows how her own opinions and ideas without dominating the entire discussion.

Keep an

open mind about the different ways students

As this type of

and

gifts

gifted child tends

to

can

to

demonstrate their

be extroverted, make Sadie

aware

suggest

learning.

of the needs

of introverts.

Give Sadie the chance to lead the group in

developing

norms,

and

occasionally allow

her to work alone. Allow time for students in Sadie's group takes

to

get their

own

ideas down before Sadie

charge (she will).

Sadie does

not

know the social-emo-

tional effect of steamrolling others; teach her

thoughtful Leadership

skills and how

step back and let others get involved. Be honest with her about to

what she is

learning and why (objectives, standards, goals, outcomes posted). Be ready to cede ground, if possible, when Sadie turns out to be right.

Field Notes

_________________________________________________________________________________

__________________________________________________________________ _________________________________________________________________________

______________________________________________________________________

__________________________________________________________________

HAVE YOU MET... Liam, the Sensitive Soul? introspective• gentle•deep Liam drinks up the

sights, sounds, smells, and

textures around him. When the school he points garden, plants that smell spicy, you go out to

out

sweet,

grassy. He gets upset when

or

throws away a it and asks you what

someone

plastic bottle instead of recycling happens to homeless kids in the winter cold. He is enthusiastic about collecting money for the Pennies for Peace

campaign.

His sensitive nature may

mean

he cries when the Velveteen Rabbit is thrown

that

out in

the

story, gets upset when you share constructive criticism about his work, and is resistant to his friends' ways of

playing games. Need a judge and jury for a play about Goldilocks and the Three Bears? Liam's your

Interactions With A Liam

a

we met was so

Liam distracted

by

others' sadness that he could

Learning. that it

not

His level of empathy

focus

on

was so

his

own

intense

paralyzing. This Liam needed to learn how to be a good friend while taking care of his own needs. This highly tuned-in sensitivity is also a player in a Liam's sense of self-worth. There may be a lack of confidence even while a Liam is producing highly work. This Liam kept notebooks filled with elaborately detailed was

competent

works of art but

was

them would almost

very

private about them, and when coached

apologize

for their level of quality. At the

to

same

share time,

this Liam felt

proud of his work, but just couldn't believe that anyone else could possibly like it. "Highly capable but filled with self-doubt" is a hallmark of this species. This is where

the teacher can remind Liam that they've been successful before in not

a

similar situation. Bashfulness and

be banished, but confidence

can

humility will

grow.

particularly older ones, may not always show the internal roller coaster of emotions they go through on a daily basis, but it will come out in other ways. They may adapt to expected social norms but really need opportunities to nourish Liams,

DOI: 10.4324/9781003232599-9

man.

Liam the full spectrum of their inner emotional experience. This may be done through reading that creates an opportunity for talking about the complexity of human nature. Small

literature groups of similarly

introspective students will allow

Liam's inner intensity in the world.

can

be the drive behind

public

a

Liam to

really be himself in public. by his emotional

activism, fueled

A

investment Tips for Working

With

a

Liam

Provide •

opportunities for engagement of the other beyond hearing and seeing. Simply taking a lesson

senses

outside stimulates variety of a

senses.

• Engage the class in

fairness issues are a see a

on

proactive discussions the

playground. role-playing, many ways to play a

wonderful forum for

that there

are

to

address

Class meetings so

Liam

game

can

or see

situation.

• Help Liam cultivate

friendships with other

sensitive

children.

Help

Liam find ways to make

environmental

an

difference Ȃ ; (finding locally global ways to act

issues). Activism

can

to

address

be empowering and confidence building.

Let Liam know that it's •

okay to show the way you feel, and that there are also outlets to release urgently felt emotions (like taking a walk down the hall, getting a drink, counting to 10, etc.). Provide Liam with healthy space to really feel his A young Liam could do relaxing yoga poses or look at favorite books. An older Liam might listen to nature sounds on headphones.

Ȃ ; feelings. Incorporate sensory experiences

in the

classroom,

offering 2;

variety of seating options, from bean bags to sturdy stools. Bring nature into your classroom with collections of a

rocks, feathers, shells, leaves, and

Field Notes

____________________________________________________________

___________________________________________________________

________________________________ ___________________________________

_________________________________

more.

HAVE YOU MET . . . Haley, the Perfectionist? envisioner • above-and-beyonder • never satisfied Haley expects She is

150% from herself all of the time.

overachiever, and she doesn't feel good about turning in mediocre work. In fact, she'd rather an

start over to

get it right. If she's working with a be bossy and overbearing. When she is

partner, she

can

overwhelmed starts to

by deadlines and assignments, she

procrastinate. If she doesn't start a task until

the last minute, then she

can

blame the short time

period for the poor quality of her work rather than blaming herself. This is someone who appreciates the masterpieces of the world. This can be uplifting, but it can also be hobbling, as producing a is not easy for anybody.

masterpiece

Interactions With

a

This is the child who

rewriting be

an

Haley

might be up already magnificent paper.

at 1 a.m.,

A

academic overachiever who tries

Haley

can

take every course in high school and join every club. How do you prioritize when you are good at everything? This is the an

to

species you have to tell, "Give 80%," as she will give her all in every effort. There just isn't enough

otherwise

time in the progress is

learning

day. This Haley needs to notice that of more value than a product and that

to manage

her time is part of the journey.

Haley can also be the one who plans and plans and plans but never really determines how to get started. She may be up at 1 a.m. with nothing actually done, but her high standards still in play. She is immune to the suggestion that she proceed at half tilt or do her "worst work." Helping such a Haley in the classroom may involve chunking work. Often, Haley can see all of the possibilities and all of A

the ways in which she could go about any In this way, her ability to choose gets frozen.

project.

This

can

be very

frustrating (to Haley and

every-

DOI: 10.4324/9781003232599-10

Haley her) and may Lead to meltdowns. This Haley needs help crafting a manageable project for the required timeline and outlining small steps to get to the final product on time. There can always be room for a larger vision in the student's personal time. The grand vision of a Haley might not come together before the deadline. One Haley we knew took a short story assignment and was so inspired that she began world-building. By the end of the term, she had no short story, but chapter notes and detailed outlines one

for

around

a

both

story that could sustain years of writing and was high fantasy and social commentary. We this student by grading her on the work that

accommodated she did

complete and on the strong evidence of her greater vision (while letting her know that the average novel takes 2-10 years to complete!). This Haley had completed the

heart of the assignment. She had demonstrated mastery of the required skills despite struggling with the narrower focus of the rubric.

Tips for Working

With

a

Haley

Don't devalue

Haley's grand plans or big dreams. Help her differentiate between long-and short-term goals. Help her understand the concept of milestones on the way to fruition of a bigger goal. Discuss what it means to do your "best." Nobody puts 150% effort into every task— help Haley learn to prioritize. Look at examples of eminent people together and areas in which they gave less than their very best on some initiatives. Provide options for Haley to work alone or with others. When collaboration is talk with Haley about how to work with others, give constructive criticism, and

discuss necessary,

focus

parts of the task. Discuss project ideas (at the conceptual level) with Haley to help keep them doable. Check in with Haley throughout larger tasks to make sure she's not getting on

her

own

overwhelmed. smaller chunks. Help her break these larger tasks into

Field Notes

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────────────────────

────────────────────

────────────────────

HAVE YOU MET...

Ingrid,

the Noticer?

emotionally aware

•

eager

• tuned-in

Nothing gets past Ingrid. She is the first to

notices your

new

different poster hanging haircut, in the classroom, and always finds Waldo on every page. She

can

see a

tell when

a

classmate is

feeling upset

and reads your

body language better than anyone Her ability to pick up on small details sometimes means that Ingrid points out every word you misspell on the board and may announce the answer to a problem while the rest of the class is still mulling it over. Looking for someone to flip through the new I Spy book with? Need a proofreader for the class newsletter? You can count on Ingrid! else in the

Interactions With One

Ingrid

miss. She

we

an

knew

room.

Ingrid

was, at

first,

easy to

compliant, high achieving, and invisible. It was only during literature was

discussions writing ...

and

her us

conferences that

one-on-one

insightful connections and

realize just how much she

how much

Ingrid,

was

going

on

comments

was

made

absorbing and

in her brain. For this

the teacher needed

to

quiet

give her small-group share her insights,

and individual opportunities to as they'd never come out in the full classroom. It was

also vital to

connect

her with kindred spirits

in real life and also in rich literature. An

Ingrid

is

constantly making connections, whether she's of the introverted more inclined to call out everything she observes.

sort, like this one,

or

the kind

Ingrid we knew participated in a Recess Philosophy Club. We were delving a bit into physics, as well. We asked the group of seven sixth graders if anybody had any notion about the difference between physics and philosophy. This Ingrid instantly said, "Physics is just provable philosophy." Ingrids scan the big picture and come away with distilled, specific connections. This is why it's important to offer breadth as well as depth, and expose Ingrids to complex topics, abstract thinking, and enriching opportunities to connect fields of human discipline. An Ingrid is ready to be challenged with open-ended questions—in fact, an Ingrid seeks these out, whether quietly or more insistently. (One Ingrid we knew, before receiving One

DOI: 10.4324/9781003232599-11

Ingrid official direct

ing

to

was

gifted instructional support, kept offer-

reorganize the teacher's desk—which she

very

good at!—but really was trying to feed higher order thinking.)

this need for

Tips for Working

With

an

Ingrid

Challenge • Ingrid with increasingly or complex abstract visuals and ideas to hone her observation skills. Provide Ingrid with tasks that call for keen observation skills, like media interpretation, • categorizing, or devising analogies to explain her thinking to her peers. when she's noticing the emotional ups and downs of others, and help Acknowledge • her recognize when it is and isn't useful to act. • Explain to Ingrid when it is helpful to point out others' mistakes in when she should

keep

a

kind way and

it to herself.

Introduce her to rich literature with • more

opportunities

to

collect and

multiple characters and storylines to give her apply small details to big connections (hello, The

Westing Gamel).

open-ended questions and challenges to stretch Ingrid's ability to connect across disciplines and foster endurance with big, complex issues. Pose •

Use Literature to discuss social-emotional •

struggles, presented either

as

sub-

text or as the

plot,

centerpiece or the and ask Ingrid to make

note

of characters who

essential but

are

easily

the layers of overlooked, or

emotional

growth

in

more

major characters (Maybe a Mermaid, Charlotte's Web, and to

Bridge to Terabithia all come mind).

Field Notes

_______________________________________________

______________________________

____________________________________ ___________________________________

__________________________

HAVE YOU MET... Horace, the Fluid Thinker? groundbreaking

•

unconstrained

•

original

Horace is flexible and creative. He often creates

multiple solutions for problems. You'll hear him

say,

"How about this way? I have another idea! Could I do it like this instead?" His methods may seem

farfetched, likely explain thinking. but he'll

his way of

However, sometimes he can't retrace his steps

because his idea just flashed into his mind. Solving the math problem using Roman numerals made so

much

sense to

him that he can't

see

why others

would look at his paper as if it were written in Martian hieroglyphics. Brainstorming is right up his alley!

Interactions With One Horace

we

a

Horace

knew

was

very

extroverted, always contributing ideas and suggestions for class brainstorm sessions, project plans, and school

initiatives ("we should convince the

principal to let obstacle

us

course

design

in the

an

indoor

hallway!").

Sometimes, he could fall into the role of the class clown, getting others off track and

overwhelming thoughtful with his

more

creative ideas. He

was

and

always game for grand

community projects and open-ended assignments. He was most successful when given enough room to generate

his

own

ideas within reasonable parameters.

Scaffolding long-term projects helped Horace stay on track and complete assignments on time. Allow Horace the time and space to explain his unconventional methods. One adult Horace we

know tells

class. He

was

story about his long-ago math the only 10th grader to get the right a

The teacher called him up to the board show how he did. This Horace took the

answer.

to

unusual, nonalgebraic

route,

employing

geom-

DOE 10.4324/9781003232599-12

Horace etry

to

find the

answer.

The teacher, alas, dressed him down in front of his classmates for

not

following the "correct" classroom strategy. Allowing this student a chance to shine by acknowledging the uncommon routes he might take is key. It's emotionally damaging to offer so much and not be recognized. Of course, the teacher will need to redirect Horace sometimes. This is best done by showing him how to connect his unconventional methods to the original task or to ask Horace to do so, if the connection is not apparent to the teacher.

positively Sometimes

actually

giving

be able

Horace

to

a

private audience later

follow the

on

is

a

better idea,

as

classmates may

not

processes of a brilliant

thought

"out-there" Horace.

Tips for Working Offer

With

open-erided

a

Horace

activities that invite

various methods of thinking.

Emphasize the thinking and the solution over a specific process. Welcome other methods of thinking as long as Horace get to solution.

can

a

reasonable conclusion

or

When you need Horace to practice a specific way of doing something, explain why so that he understands the value ofthat method. Teach Horace how to record his Pair Horace with to

begin

a

task

a

so

thinking,

in

student who doesn't know how that he

can

provide a list

of starting ideas. When

possible, allow

tangent that you considered! You

or

Horace to follow

others may

can

private outlets for his

even

not

give

a

have

Horace

thinking by offering

computer, or a few minutes of your time before or after school.

a

journal,

Field Notes _________________________________________________

__________________________________________

_____________________________ _________________________ ________________________________________________________

a

writing and

in

explanation

to

others.

HAVE YOU MET... Samantha, the

Idiosyncratic Sophisticate? metacognitive

•

hilarious

Samaritha is the first

quirky

•

(and

sometimes

only)

student clever laugh sophisticated to

at your

jokes. She loves

to

read Calvin and Hobbes,

amusing captions for and

wears a

thrives in

an

puns

or

comics from The New

Monty Python

creates

Yorker,

shirt to school. She

intellectual environment and

even

truly loves

learning! Sometimes, her own jokes go over her classmates' heads, and her sophisticated sense of humor may seem weird to them (so a and an amoeba walk into a bar...).

to

learn about

scientist Interactions With

a

Samantha

One Samantha Loved to read

advanced material and had

a

very

quick wit. He was quite perceptive, always creating puns and

playing intellectual with words

liven up conversations. Not be confused to

with the class clown, this Samantha craved

joked

sophisticated humor and often

with the teacher when other

students couldn't understand his thinking. Loved

He

history and found complex historical figures fascinating. He was most successful in class when paired with a like-minded peer who shared his delight for learning and understood his clever puns. He needed more advanced reading material to

learn about

in socialstudies and

access to

rich literature with

quirky, eccentric, and/or complex characters. For this sort of student, it wouldn't hurt to keep a few The New Yorker

(or issues of The

cartoons in

Onion for older

Another Samantha

was

the classroom

students!).

involved in

our

middle literary magazine. school

She

was a

walking joke, quirky inside

the kind of self-referential

DOI:

10.4324/9781003232599-13

Samantha person whose T-shirt would often in

require some thinking and then make your day. She was her element, reading and commenting on literary submissions. In this case, all of the work

anonymously (the teacher removed the names in order to avoid popularity contest). Six people had to rate each piece. When the ratings were averaged, the highest-scored poems and stories were chosen to be featured. It surprised nobody when this Samantha had five pieces selected. She was of good humor when we explained that she should select two for inclusion. It wasn't, after all, supposed to be the Entirely Samantha Literary Magazine, although it well could have been due to her prodigious ability with words. was

an

submitted and rated

accidental

Tips for Working

With

a

Samantha

Provide Samantha with outlets for her humor, like creative writing, art, and literature. Connect Samantha with a like-minded peer who is also intellectually playful.

Explain to Samantha why her peers may not laugh at her jokes (or yours!). Help Samantha focus her humor. For example, explore satirical comics through in social studies and analyze them to put them in a historical context. Expand Samantha's modes of sharing her learning, such as creating book trailers, scripts with witty dialogue, storyboards (connect story to content, relate to a cause and effect), and video clips. Engage Samantha with divergent questions like "How does it feel to be a negative

history number?" and "What does onomatopoeia feel like?" Expose Samantha to art and art history to understand ated. This

ple:

can

also be done using Literature, for

exam-

The Lion, the Witch and the Wardrobe—how

did the

creator use art in

order

to

digest and

political and social conditions of the time (World War II)? Suggest literature that appeals to her sophisticated expose

sense

of humor; allow her

to write

in genres that accommodate this sort of

humor, like parody

Field Notes

or

personal essay.

contexts in

which

art was cre-

ship, visual or performing arts)

Other Learners

social,

or more

challenge(s)

to Consider

emotional

caused

or

and

one

academic

by neurobiological a

disorder

(ADHD, Dyslexia, Autism), or an emotional, sensory or learning disability" (Sornik, 2011 para. 5). English language learners (ELLs): Keep in mind that there is the same ,

—

percentage of giftedness in the ELL

population as —

in the

Students from

general population. challenging home

situations: These students focused

on

survival that

are so

they may not

have the mental space to express their intellectual appetites in school.

We expect that students you know have come to mind as you've become acquainted with these 12 fictional students. We also know that real kids

are

the field who these can

and you will find those in composite of two or more of

complex, are a

profiles. We can think of a few examples;

you?

Ours

are

listed below. Learn

about them in the online

more

guide.

—

The

—

The Perfectionist Noticer

Bibliophile Super Connector

—

The

Sponge Explainer

Subpopulations to

Watch For

—

question whether superior intellectual ability is cool, attractive to boys, or to

you seek out and work to support gifted learners in your classroom. These students, in particular, are at greater risk of as

various

underachievement and may be challenging to identify in the first place. Please note that

expanded descriptions

of these

subpopulations guide. Make sure you look beyond this field guide for the abundant resources that will help you find these students are

available in

our

online

and support their success in your classroom. And please keep our philosophy in mind, as

aptly stated by Eide and Eide (2006) : are

starting points,

"Labels

(p. 9). certainly Twice-exceptional

students: 2e

students superior ability "demonstrate

one or more areas

intellectual

—

acceptable intensity Boys: insatiable appetite among their female peer group. Emotional and an intellectual

—

can

be difficult

for boys to express as they get older. Students dealing with social

pressures prevailing due to

norms:

kids

are

their

societal

Particularly trying

in middle

to fit in and

school,

figure out

identity.

Field Notes

not destinations—and

not destinies"

—

girls can become at risk, in middle school when they begin

particularly

Speaking of the complexity of real kids, you will want to keep gifted subpopulations in mind

Girls: Gifted

in

(specific academics,

ability, creativity, leader-

──────────────────── ──────────────────── ──────────────────── ────────────────────

your students

(chess, quilting, etc.). Reach out to retired local businesses, librarians, parents, colleagues, other students, and

paleontology,

Logistical Suggestions

professionals, specialists.

Share these

resources

with

parents who either may not understand what

—

giftedness is or may be completely exhausted by the challenges of raising a gifted kid. If your school has a formal gifted

program screening and

be

a

process, you may

part of it. The

in this field

feather, both in

recognize gifted learners,

of whatever

and

tweaks, organization.

are

practice

to make

ready

and in classroom

What's next? Here

are

just

a

depends there

some

few

thoughts

on

are

should

helpful. Screening often

standardized

testing,

but

other indicators of giftedness.

Anecdotal and

to

keep

guide/workbook will turn

out to be very

You

notes that you

portfolio

evidence

surely

play a role.

consider: —

Teach students how to

quickly

transform

the classroom space for different grouping options (pairs, triads, small

—

groups) and types of workspaces, including independent work area. Seek help from other adults when you need time to apply a new strategy or check in with

a

student: parent

volunteers, colleagues, aides, community or

volunteers.

—

Collaborate with

colleagues. You can brainstorm together and connect like-minded students across

grades,

Support

and

across

classes,

even across

schools.

each other. You need

likeminded peers, too?

—

Reach out for student's

appetite

resources

to

support

passion, project,

for learning. Your

or

a

voracious

colleagues they're

your best resources because right next door. They may have are

interests or

hobbies in

common

with

one

Also, don’t forget to reframe your mindset: —Beware of putting gifted students in the

role of the teacher. Gifted learners have of

the

right

just like

to learn

things every day, If they are always

new

their peers.

—

as

gifted; they are receiving poor grades." This is almost every teacher of the gifted will hear. Instead, ask, "Why don't this child's grades reflect their true Unfortunately, underachievement is common for gifted learners due to a variety of causes (e.g., boredom, deviance fatigue, etc.; see

something

teaching, they do not have the chance to grow

"That student can't be

learners.

potential?"

perfectionism,

Webb et —

al.,

2016 ).

Gifted students

happy, popular, well-adjusted in school, right? This is a popular myth (see National are

and

Association for Gifted Of course, there

are

Children, n.d.).

such

gifted stu-dents-ones

who flourish in school. But

some

gifted children

differ in terms

of their emotional and moral

intensity,

and

sensitivity expectations feelings, perfectionism, and deep concerns about to

societal —

"But all kids kids have

gifted!" Although all strengths, giftedness is a are

way of experiencing the world and is found at least two standard

unique

deviations above the

colleagues, and

even

as

well

as

mean. Help your administrators

parents of the

gifted,

problems.

interests with their

as a

difficulties,

"nerd." Because of these

the school

However, your classroom environment in which

to

maybe even fly.

working with

guidance counselor, setting up house, or lending a book to your principal.

Logistical Suggestions

an

experience is

one

to be endured rather than celebrated.

advocates. This may

open

labeled

or

of any feather will

your

classmates,

resulting being unfavorably in isolation

understand this. Gifted students need mean

Others do not share

a

can

be the

gifted student

begin to flourish,

and

Eide F. & Eide B. (2006 ). The mislabeled child: ,

Resources and

,

,

Looking beyond behavior to find the true sources and solutions for children's learning Hachette Books challenges Galbraith J. (2000 ). You know your child is gifted when A beginner's guide to life on the Free Spirit side bright

References

.

.

,

.

.

.

.

.

National Association for Gifted Children

,

(n.d.).

https://www.-Myths nagc.org/myths-about-gifted-students about gifted students

Silverman L. K. (2013 ). ,

Springer

Giftedness

,

to the online

gifted education. Please also refer guide for additional inspirations.

"These children

—

are

intricate,

complex, contradictory, and

and the brain that

drives them

seems

to

.

.

exceptional learner SENG https://-www.sengifted.org/post/gifted-and-under achieving-the-twice-exceptional-learner Webb J. T. Amend E. R. Beljan P. Webb N. E. Kuzujanakis M. Olenchak F. R. & Goerss J. (2016 ). Misdiagnosis and dual diagnosis of gifted children and adults: ADHD, bipolar, OCD, Asperger's, depression, and .

,

,

,

,

the world of

.

Gifted and underachieving.

the twice

We have found energy and inspiration from quotations from experienced leaders in

101

.

Sornik M. (2011 ).

these

.

,

,

,

,

,

,

,

,

,

,

other disorders Great Potential Press .

.

intensify

( Piechowski, everything they do." Daniels &

2009 p. 34) "Perfectionism is the life partner of giftedness. It takes an abstract mind to ,

—

strive for

an

ideal that is

seldom,

reality. Frequently maligned in psychology, there is more

────────────────────

to this characteristic than meets the

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Perfectionism is a different eye.. animal at each stage of development." .

(Silverman,

────────────────────

2013 p. 143) "Are gifted kids really that different?

—

Yes.

,

They really are. They're

much

more

often

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────────────────────

so

of everything than other

kids their age—more intense, curious,

challenging, frustrating, sensitive, They know

much

passionate. They learn so much faster. They feel so deeply." (Galbraith, 2000 p. 20) so

more.

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References Daniels S. & Piechowski M. M.

Living

,

with

,

intensity

.

(Eds.). (2009 ).

Great Potential Press

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,

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if ever,

found in concrete

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Field Notes

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