Gifted Student and Learning Approach

How to Spot a Gifted Student

Working with a gifted student can be both a joy and a frustration. To understand why, we need to be clear about definitions. A gifted student is one whose intelligence - typically described as an IQ score resulting from one or more tests - is 130 or above. That is, giftedness is a measure of innate ability, not performance. The result is a paradox.

A motivated student who works hard, gets straight "A"s, and behaves well in class may not be gifted.

A student who doesn't perform well, is disruptive, and clowns around in class may well be gifted.

Gifted students possess some common characteristics. Recognizing these general traits and understanding how they may reveal themselves in the classroom is an important step toward working effectively with this unique group of children.
Some of these behaviors are listed and described below. Positive traits are included along with those behaviors that may frustrate you as a teacher. If a student in your classroom exhibits these characteristics on a consistent basis, there is a good chance he or she is gifted.

The Gifted Student
· Asks many questions and is very curious
· Possesses a large amount of information
· Has a good memory
But
· Easily gets "off task" and "off topic"
· Is impatient when not called on in class

The Gifted Student

· Learns new information quickly

· Retains information easily

· Masters reading skills earlier

· Demonstrates strong abilities in math

· Displays unusual academic achievement

· Finishes classwork quickly

But

· Is easily bored

· Can become disruptive in class

· Shows strong resistance to repetitive activities and memorization

· Completes work quickly but sloppily

The Gifted Student
· Is interested in many things
· Becomes involved in a variety of activities
· Is motivated to try new things
· Enjoys a challenge
But
· May resist working on activities apart from areas of interest
· Leaves projects unfinished
· Takes on too much and becomes overwhelmed

The Gifted Student

· Thinks independently

· Expresses unique and original opinions

· Is self-motivated

But

· Challenges authority

· Does not handle criticism well

· Does not work well in groups

The Gifted Student
· Uses higher level thinking skills (analysis, synthesis, evaluation)
· Makes connections other students don't see
· Considers unusual approaches to problem-solving
But
· Tends to be absent-minded regarding practical details
· Forgets homework assignments

The Gifted Student

· Has a strong sense of justice

· Likes to debate current issues and real life problems

But

· Can be very critical of self and others

· Likes to argue a point

· Is a perfectionist and expects others to be perfect as well

The Gifted Student
· Has a sophisticated sense of humor
· Understands subtle humor
· Enjoys plays on words and satire
But
· Easily gets carried away with a joke
· Has a tendency to become the "class clown"

The Gifted Student

· Demonstrates strong expressive skills

· Is sensitive to feelings of others

· Elaborates on ideas

· Shows skill in drama/art/music/language

But

· Sometimes perceived as a "know-it-all" by peers

· Is sometimes "bossy" to peers in group situations

(source: teachersfirst)

Teaching Frame
The teaching frame is the element that brings it all together into a harmonious flow. A strong frame gives the content structure, effectively taking students through a successful learning cycle. Dr. Lozanov's original process includes three phases:

1. Prepare: Begin the class by preparing the students for learning. Plant early suggestions, including the ease of learning the material and an overview of content. Create a global picture and make connections with prior learning.
2. Active: Give the students an experience of the learning. Create total learner involvement. This includes active concerts, hands-on activities, demonstrations and debrief.
3. Passive: The lesson continues with reflection and review. Use this time for passive concerts and other review activities, followed by an appropriate close celebrating the learning.

As the chart shows, there are a number of successful frames for orchestrating Accelerated Learning. To give a better idea of how a frame works, the Quantum Learning teaching frame follows as an example. 




Quantum Learning Frame

1. Enroll: Hook the students with an intriguing opening statement and global picture of the lesson. Pique their curiosity. Give them a glimpse of what is to come without revealing too much. Enrolling students establishes rapport and ignites a desire to explore.
2. Experience: Give students an experience or activity that demonstrates the lesson. Create a need to know. An experience creates curiosity and emotional engagement. It allows students to tap into prior knowledge and make connections, adding meaning and relevance to the content.
3. Label: Drop the "data" in at the moment of peak interest and discuss its relevance to students' lives. Explaining the lesson after the experience capitalizes on the student's natural desire to label, sequence and define new learning.
4. Demonstrate: Provide opportunities for students to translate and apply their new knowledge to other situations. Giving students additional activities demonstrates to them what they know, and builds confidence.
5. Review: Cement it in the students' minds. Review strengthens the neural connections, increasing retention.
6. Celebrate: Celebrate your students' success. Celebration brings closure by honoring effort, diligence and success.

(source: newhorizons)