280 59 58MB
English Pages 32 [33] Year 2020
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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.
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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-
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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,
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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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if ever,
found in concrete
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Field Notes
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