Like all learning styles, there are no two students that are exactly alike. Similarly, there isn't a "cookie cutter" gifted student with a list of required characteristics to meet. However, certain characteristics might aid as further identifiers for gifted ability. Also, a student's characteristics help to shape the service delivery that they receive in order to best meet their needs.
In order to best help your student succeed, these characteristics may serve as a tool to know the appropriate type of challenge for your student.
When comparing gifted students to bright students, these traits are often found:
A good student:
-answers the questions
-learns easily what is expected
-pays attention
-leads others
-top of the group
A gifted student:
-asks the questions
-learns beyond what is expected
-is involved
-works better independently
-beyond the group
Social/Emotional Characteristics of Gifted Students
Gifted students can often be set apart or singled out from there classmates, which can create social and emotional needs for that student. Gifted instruction is not just producing challenges in the main academic fields; it is fostering the creation of globally competitive citizens, equip for any opportunity they so choose. Therefore, it is important to address the student's social and emotional needs as to ensure that they are reaching their highest potential as learners and individuals.
These characteristics include but are not limited to:
**Please note: This is not a list of requirements, but rather of commonalities and possibilities of characteristics that reside within the gifted population.
Academic Characteristics of Gifted Students
While social and emotional characteristics are very important to address and support, academic characteristics are more primarily sought for and used in identification.
These characteristics include:
References:
AIG Identification and Service in GCS. (2014). Retrieved November 12, 2014, from http://www.gcsnc.com/pages/gcsnc/Departments/
Academically_Gifted
Boor-Klip, H. J., Cillessen, A. N., & van Hell, J. G. (2014). Social Understanding of High-Ability Children in Middle and Late Childhood. Gifted Child Quarterly, 58(4), 259-271.
Coleman, L. J., & Cross, T. L. (2014). Is Being Gifted a Social Handicap?. Journal For The Education Of The Gifted, 37(1), 5-17.
Cross, T. t. (2014). Social Emotional Needs. Gifted Child Today, 37(4), 264-265.
Garn, A. C., & Jolly, J. L. (2014). High Ability Students' Voice on Learning Motivation. Journal Of Advanced Academics, 25(1), 7-24.
Rets, S., & Housand, A. (2008). Characteristics of Gifted and Talented Learners: Similarities and Differences Across Domains. In Achieving Excellence: Educating the Gifted and Talented (pp. 62-81). Upper Saddle River, New Jersey: Pearson Education, Inc.
Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors Students’ Perceptions of Their High School Experiences: The Influence of Teachers on Student Motivation. Gifted Child Quarterly, 58(1), 35-50.
Image taken from: http://www.toonpool.com/user/4265/files/one_size_fits_all_521385.jpg
In order to best help your student succeed, these characteristics may serve as a tool to know the appropriate type of challenge for your student.
When comparing gifted students to bright students, these traits are often found:
A good student:
-answers the questions
-learns easily what is expected
-pays attention
-leads others
-top of the group
A gifted student:
-asks the questions
-learns beyond what is expected
-is involved
-works better independently
-beyond the group
Social/Emotional Characteristics of Gifted Students
Gifted students can often be set apart or singled out from there classmates, which can create social and emotional needs for that student. Gifted instruction is not just producing challenges in the main academic fields; it is fostering the creation of globally competitive citizens, equip for any opportunity they so choose. Therefore, it is important to address the student's social and emotional needs as to ensure that they are reaching their highest potential as learners and individuals.
These characteristics include but are not limited to:
- perfectionism
- advanced interests
- emotional intensity
- sensitivity
- awareness
- quirky humor
- self-doubt
- self-criticism
- undermotivation
- depression
- isolation
- lack of concentration
- feelings of invisibility
- invested in education
- easily frustrated
- shyness
- withdrawn
- dedication
- insightfulness
- efficiency
- autonomy
- absentmindedness
- disorganized
**Please note: This is not a list of requirements, but rather of commonalities and possibilities of characteristics that reside within the gifted population.
Academic Characteristics of Gifted Students
While social and emotional characteristics are very important to address and support, academic characteristics are more primarily sought for and used in identification.
These characteristics include:
- extensive memory
- abstract thinking
- curiosity
- questioning ability
- creativity
- advanced interest in academic topics
- affinity for debating
- strong number sense
- conceptual understanding
- applies vertical alignment of taught information
- understanding of multiple strategies
- self-directs learning
- easily connects multiple strands of information
- internalize importance of learning
- eager for challenges
- high task valuation
- growth awareness
- analytical
- problem solving
References:
AIG Identification and Service in GCS. (2014). Retrieved November 12, 2014, from http://www.gcsnc.com/pages/gcsnc/Departments/
Academically_Gifted
Boor-Klip, H. J., Cillessen, A. N., & van Hell, J. G. (2014). Social Understanding of High-Ability Children in Middle and Late Childhood. Gifted Child Quarterly, 58(4), 259-271.
Coleman, L. J., & Cross, T. L. (2014). Is Being Gifted a Social Handicap?. Journal For The Education Of The Gifted, 37(1), 5-17.
Cross, T. t. (2014). Social Emotional Needs. Gifted Child Today, 37(4), 264-265.
Garn, A. C., & Jolly, J. L. (2014). High Ability Students' Voice on Learning Motivation. Journal Of Advanced Academics, 25(1), 7-24.
Rets, S., & Housand, A. (2008). Characteristics of Gifted and Talented Learners: Similarities and Differences Across Domains. In Achieving Excellence: Educating the Gifted and Talented (pp. 62-81). Upper Saddle River, New Jersey: Pearson Education, Inc.
Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors Students’ Perceptions of Their High School Experiences: The Influence of Teachers on Student Motivation. Gifted Child Quarterly, 58(1), 35-50.
Image taken from: http://www.toonpool.com/user/4265/files/one_size_fits_all_521385.jpg