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Learning:  Rate of Acquisition
IN the traditional GT characteristics GT students learn new information after 1 or two times.  The EL requires more repetition.  I , believe this is one reason an EL is overlooked.  We are still focused on an EL not meeting expectations.  However, we have to remember that an EL is learning through a new language.
Learning: Perspective
When I think of GT students I think of them as leaders. However, the EL doesn't draw attention themselves or their view. That is where we need to broaden our outlook for identifying GT students.

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Creativity: Conformity and Inhibition
Traditional: Questions typically lead to nonconformity
Gifted Poverty: conforms, independent, questions authority
ELL Gifted: conforms, wants to be valued, does not question authority
Sped Gifted: isolated, has difficulty relating to peers, withdrawn/shy

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Learning: Logic

-Uses Common Sense
-Sees Relationships

***Makes connections with home life to make sense of what is occurring**

I have seen students tell lots of stories of something that has happened at home with parents or siblings that connects with what we are learning.

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Motivation: Conflict Resolution and Leadership

High value on self-protection; unwilling to lie to protect family/peers; leadership roles according to family needs; leader in community, but not in school
I found it interesting that they would be unwilling to lie to protect their family and avoid conflicts unless joining a gang.

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Motivation: Interest and Persistence
Traditional GT students have a wide range of interests outside of school. GT and EL/GT students from poverty lack motivation and exposure, and are interested in ideas relevant to their home and personal lives.
EL/GT student will complete tasks in order to make connections and build relationships.

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Learning Critical Thinking
I had a 3rd grader straight from Mexico.  My aha moment while reading was - I noticed my student was very good in math, this was due to the fact that he recognized the problems, numbers can be universal and he excelled in math.
I experienced his keen powers of observation as he quickly learned classroom routines and could prepare for what came next in the day. What made me stop and think was that I recall he liked art and was good at it. It was his way of communicating when he didn't have the words. I should have used that more in class!!

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Use of Language

-This made me think...Gifted Students from Poverty and ESL have limited verbal skills which is understood but our SPED students have high verbal with advanced vocabulary with bad written language.
Most of my students I work with not only have written language difficulty but also vocabulary.
-all students use nonverbal or creative alternative ways to communicate but for different reasons.

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Motivation: Goal Setting
I found that when comparing the traditional perception of a GT student to the others, the traditional student seems to have more confidence than a student who is GT from poverty or an ELL GT student from poverty.

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Whitaker - Motivation: Sensitivity and Maturity

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Whitaker - Motivation: Sensitivity and Maturity

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The differences in traditional GT and students of poverty where right and wrong is valued and students of poverty identify more with the antihero and right or wrong depends on the situation.

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Learning: Curiosity and Questioning Attitude

They WANT to ask, but their culture teaches them NOT to.

As a teacher, I need to make sure I am frequently doing a check-in so I can assure that they do fully understand in case they are timid in asking questions.

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Creativity: Risk Taking

Often times what we perceive as "bad behavior" or "failure to comply" could be a way of taking risks for a GT and/or EL student who is testing boundaries or cultural norms and watching what consequences follow

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Affective: Criticism
Students not from poverty have a strong self-image; however, those from poverty, ELLs, or SpEd or 504  GT from poverty have a lower self-image, are sensitive to criticism, and are critical of themselves and others.

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Motivation: Perfectionism
Students often take pride in their work and have difficultly finishing because it has to be the way that they see it in their minds. They are harder on themselves then I am.

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Creativity: Divergent Thinker
Students demonstrate a tendency to the arts (singing and dancing)

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Motivation: Independence
Students always value motivation. It enhances high standards, self respect, and willingness to demonstrate work independently. In the same sense, students often assume more responsibility