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You will need to do the following by June 1, 2025

9 hours on Responsive Learning Platform

1 hour on your own interview with gifted parent and student

2 1/2 hours on February 13, 2025

2 1/2 hours on May 5, 2025

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https://youtu.be/37meAwQqPsE

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Teacher finding out Mary is gifted GIFTED Movie Scene | HD Video | 2017

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The Legislative Service Commission staff updates the Revised Code on an ongoing basis, as it completes its act review of enacted legislation. Updates may be slower during some times of the year, depending on the volume of enacted legislation.

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Chapter 3324 - Ohio Revised Code | Ohio Laws

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The Legislative Service Commission staff updates the Revised Code on an ongoing basis, as it completes its act review of enacted legislation. Updates may be slower during some times of the year, depending on the volume of enacted legislation.

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Ohio Gifted Operating Operating Standards

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Ohio Gifted Operating Operating Standards

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Gifted Indicator | Ohio Department of Education

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Ohio defines a student who is gifted as one who "performs or shows potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment" (Ohio Revised Code 3324.01).

Public school districts (city, local, and exempted village) are required to identify students in grades K-12 for gifted identification in the following areas:

Superior cognitive ability;

​Specific academic ability: mathematics, reading/writing, science, and social studies;

Creative thinking ability; and

Visual or performing arts ability: dance, drama, music, and visual arts.

Criteria for Identification by Ability Area

Superior Cognitive Ability: Districts shall identify students as gifted in the area of superior cognitive ability when a student accomplishes any of the following: scores two standard deviations above the mean, minus the standard error of measurement, on an approved intelligence test; ​performs at or above the ninety-fifth percentile on an approved composite battery of a nationally normed achievement test; or ​attains an approved score on an approved nationally-normed above grade level achievement test.

Specific Academic Ability: Districts shall identify students as gifted in the area of specific academic ability when a student performs at or above the ninety-fifth percentile in a specific academic ability field on an approved nationally-normed achievement test.

Creative Thinking Ability: Districts shall identify students as gifted in the area of creative thinking ability when a student scores one standard deviation above the mean, minus the standard error of measure, on an approved intelligence test and also attains either a qualifying score on an approved checklist of creative behaviors or a qualifying score on an approved creativity test.

Visual or Performing Arts Ability: Districts shall identify students as gifted in the area of visual or performing arts ability when a student demonstrates superior ability in a visual or performing arts area through a display of work, an audition, or other performance or exhibition and also obtains a qualifying score on an approved checklist of behaviors related to a specific arts area.

Approved Assessments

The Ohio Department of Education maintains a list of assessments approved for gifted pre-screening and identification. More information regarding these approved assessments can be found on the Chart of Approved Assessments and Gifted Education webpage.

Referrals and Whole-Grade Screenings for Identification

A student is considered screened for gifted identification when he or she is evaluated using an instrument approved for gifted identification. Public school districts (city, local, and exempted village) will evaluate district students referred or recommended for gifted identification and provide opportunities for evaluation during whole-grade screenings.

Referrals: Parents, guardians, teachers, or peers may refer students for a gifted identification evaluation. Students may also refer themselves. Public school districts must evaluate a student within ninety days of an initial referral for gifted identification. Districts are required to provide two opportunities per year for the evaluation of students in grades K-12 who are referred for identification in any area of gifted ability.

Whole-Grade Screenings: Districts must provide whole-grade screenings in the areas of superior cognitive ability, specific academic ability reading/writing, specific academic ability mathematics, and creative thinking ability once during the K-2 grade band and once again during the 3-6 grade band. Districts must use assessments approved for gifted identification in order to meet this requirement.

More information for districts regarding the implementation of whole-grade screenings is available on the Rules, Regulations, and Policies overview page for gifted education under the guidance documents section.

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Ohio defines a student who is gifted as one who "performs or shows potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment" (Ohio Revised Code 3324.01).

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Understanding Depth and Complexity - Envision Gifted

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Understanding Depth and Complexity and Content Imperative Tools. Resources and ideas for teachers to use with gifted and advanced learners.

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Differentiating Math for Gifted and Advanced Learners

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Differentiating Math for Gifted and Advanced Learners

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The gifted brain takes in and retains information more quickly and with less repetition than others. We need to keep this in mind when teaching gifted students. Their brains need to be challenged. So how do we challenge our gifted and advanced students in mathematics?

First and foremost, do NOT simply give them more to do. This would include giving them the "Challenge WS" after they finish the other problems.

A few tried and true strategies:

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Differentiating Mathematics for Gifted and Advanced Students The gifted brain takes in and retains information more quickly and with less repetition than others. We need to keep this in mind when teaching gifted students. Their brains need to be challenged. So how do we challenge our gifted and advanced students in mathematics?

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Guided Reading Differentiated Lesson Plan Forms

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Guided Reading Differentiated Lesson Plan Forms

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Finalized Sight Word List PDF Secured File

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Higher Order Thinking Skills Language Arts

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Higher Order Thinking Skills Language Arts

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Example of Read Aloud STEM used in K-4 Program

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Example of Read Aloud STEM used in K-4 Program

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Great for End of the Year STEM activities!!

STEM Projects for middle school (6th, 7th & 8th grades)!!

Download the preview file to test out one of my projects for FREE!!

My Biggest Bundle yet! 36 fun and engaging STEM Activity Challenges-one for each week of the school year!!

******PLEASE NOTE: This product is very similar to the 3-5th grade version-STEM for the Whole Year! 36 Activities (3-5th Grade). The 6-8th grade version contains the same activities and worksheets as the 3-5th grade version, but also has advanced extension activities and worksheets that the 3-5th grade version does not have. These extensions add another layer of challenge to the original activities. Please don't buy both versions! Feel free to email me, sciencedemoguy@gmail.com with any questions. Thanks!

This pack combines my two 16 pack bundles ( 16 Pack #1 and 16 Pack #2) with an additional 4 STEM Activity Challenges ( STEM Engineering: 4 Activities). Download the preview file for a FREE Activity Challenge, to see the Table of Contents and find out more information! You must download it and open it in Adobe Acrobat Reader to enable all of the features. Acrobat Reader can be downloaded for free: https://get.adobe.com/reader/

This STEM product is an EDITABLE PDF file!! You can make changes to the text in Adobe Acrobat Reader! You can customize the text in the Worksheets, Grading Rubrics, Materials Lists and Teacher Instructions to suit your class!

Each of these activity challenges include teacher instructions, student instructions (worksheet), grading rubrics, a demonstration video for the teacher, a materials needed sheet, and the related NGSS standards!

In the teacher demonstration videos, I give you an overview of each activity challenge, talk about the materials involved and where to get them, demonstrate how to set up the challenge for the students, and discuss the science involved. Teachers have found these videos to be very helpful by showing them step-by-step how to run the activity and giving them a better understanding of the science behind it.

This activity will challenge students to work together in groups to complete the given task. These activities are fun, engaging, and the students will learn science in the process. Group work and problem solving are at the heart of these challenges.

Each activity challenge will end with a real-world research question, video, or activity. It is usually an extension of what the students just discovered and learned. The students will be involved, excited, and looking forward to future S.T.E.M. projects in your classroom.

********* CUSTOMER TIPS **********

First, do you know that you can get TPT credit to use on future purchases by providing feedback? IT'S EASY!! After you log in, go to your "My Purchases" page. Next to each purchase you'll see a "provide feedback" button. Click that button, give a quick rating, and leave a short comment. Doing this will provide you with credits that you can use on future purchases!!!
Second, follow me to be the first to know about sales, new products, and freebies!
To follow my store, look for the green star next to my store logo and click it to become a follower. It's that easy!
Third, please feel free to contact me with any questions, comments, or concerns.
I love science and I love helping teachers bring more "hands-on" science into their classrooms. I can be reached at sciencedemoguy@gmail.com and am usually very quick to respond.

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STEM for the Whole Year! 36 Activities {6-8th Grade} Distance Learning

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Great for End of the Year STEM activities!!STEM Projects for middle school (6th, 7th & 8th grades)!!Download the preview file to test out one of my projects for FREE!!My Biggest Bundle yet! 36 fun and engaging STEM Activity Challenges-one for each week of the school year!!******PLEASE NOTE: This...

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This is an ENORMOUS collection of all 9 of my STEM Engineering Challenge Ten Packs (a total of 90 challenges)! The Engineering Challenges that are included in this file are:

TEN PACK #1

Geodesic Domes

Bird Nests

Straw Rockets

House of Cards

Marshmallow Catapults

Paper Airplanes

Sentence Strips

Paper Bridges

Cup Pyramids

Egg Drop

TEN PACK #2

Marshmallow Shooters

Aluminum Foil Boats

Plastic Cup Tower

Marshmallow Structures

Balloon Hovercrafts

Penny Drop

Noodle Tower

Straw Boats

Spaghetti Tower

Oreo Tower

TEN PACK #3

Paper Airplane Catapult

Balancing Toy

Musical Instrument

Pasta Car

Newton's Cradle

Puff Mobiles

Marshmallow Slingshot

Balloon Boats

Popsicle Stick Bridge

Balloon Race Car

TEN PACK #4

Clothespin Cars

Roller Coasters

Marshmallow Cup Shooter

Alphabet Letter

Wall Marble Maze

Rubber Band Rocket

Suspended Marshmallows

Puzzle Building

Milk Carton Greenhouse

Bernoulli's Pipe Toy

TEN PACK #5

Newspaper Table

Toothpick Pyramid

Ping Pong Launcher

Popsicle Stick Catapult

Parachute Man Toy

Tiny Glasses

Egg Tower

Packing Peanuts

Toothpick Tower

Sponge Structures

TEN PACK #6

Popsicle Stick Dam

Paper Structures

100 Building Blocks

Perfect Package

Build a Bird Beak

100 Toothpicks

Pipe Cleaners and Foil

Paper Ball

Ice Cue Insulator

Sugar Cube Arches

TEN PACK #7

Paper Clip Chain

Paper Cup

Tin Foil Tower

Tallest Tower

Rubber Band Ball

Litter Bug

Terrarium

Mouse Trap

Jump Rope

Biggest Bubble

TEN PACK #8

Peppermint Racers

Potato Battery

Plastic Ring Redesign

Build a Pipeline

Newspaper Dome

Card Bridge

Working Windmill

Bird Feeder

Straw Hoop Airplane

Paper Helicopter

TEN PACK #9

Snowball Catapult

Gravity Cars

Betta Fish Bowl

Rain Stick

Juice Box Launcher

Cricket Keeper

Water Bottle Fountain

Spider Web

Index Card Tower

Tube Toy

Here is the FREE materials list link: https://www.teacherspayteachers.com/Product/STEM-Engineering-Challenges-Ten-Packs-Full-Materials-List-FREE-1770353

These packets contain all the information you need to make these great engineering activities in your classroom! Lab sheets, student and teacher instructions, and challenge signs are all included! Using simple and cheap materials, you can engage your students in the engineering process!

Each challenge sells separately for $2.00, and the Ten Packs are $15.00. You can also purchase the first five ten packs on flash drive. Please choose which option works best for you!

This huge set of STEM challenges has been compiled in a zip folder (please be sure you know how to extract files from this type of folder prior to purchasing)!

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STEM Engineering Challenge Projects ~ TEN PACKS #1- #9

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This is an ENORMOUS collection of all 9 of my STEM Engineering Challenge Ten Packs (a total of 90 challenges)! The Engineering Challenges that are included in this file are:TEN PACK #1Geodesic DomesBird NestsStraw RocketsHouse of CardsMarshmallow CatapultsPaper AirplanesSentence StripsPaper Bridge...

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I have been trying to wrap my mind around how to implement passion projects in my classroom all year long. I LOVE the idea behind allowing my students to research topics that interest them, but I also wanted to create some guidelines and parameters to help them along while still allowing student choice and creativity. As you will see, I am approaching passion projects through the incorporation of choice boards. The boards can be copied back to back to give students eleven suggestions, but the twelfth option allows them to create a "pupil proposal", thus allowing students to negotiate another option with the teacher.

Essentially, the project was created to allow students to independently research an area of interest, create a way to share their learning with the class, and foster life-long authentic learning. I LOVE passion projects... and I LOVE the idea of using it as an independent study project for individual students as much as I love it for a whole group. The possibilities are truly endless. Happy Teaching!

© One Extra Degree 2014
Materials are intended for personal use in one classroom only. For use in multiple classrooms, please purchase additional licenses.

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Passion Project: Fostering Creativity and Inquiry!

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Perfect for independent study projects! Unlock your students' passions! I have been trying to wrap my mind around how to implement passion projects in my classroom all year long. I LOVE the idea behind allowing my students to research topics that interest them, but I also wanted to create some gui...

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Here are ten projects and Activities intended for Gifted and Talented students. In my English class, I sometimes find that the projects my general education students are working on are just not challenging enough for some of my advanced students. This product offers great ideas that students can complete as an independent learning project, or as an entire adnvanced class. You could also use these activities as extra credit. There are a variety of assignments for students to choose from, including:

Product Study
Controversial Topics
Language Exploration
Story Writing
Collaging Text
Textual Art
Career Study
Researching and Reporting
Design
Current Trends

Each activity comes with an easy score rubric.

Hope you enjoy :)

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The Challenge- 10 Projects and Activities for Gifted and Talented Students

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Here are ten projects and Activities intended for Gifted and Talented students. In my English class, I sometimes find that the projects my general education students are working on are just not challenging enough for some of my advanced students. This product offers great ideas that students can c...

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REVISED and EXPANDED! This 19 page pack provides an overview of what a "passion project" is (an independent study on something a student is passionate about), common core standards for grades 3-6. Packet takes students through the entire process. Starts with "Steps to becoming an expert"
-Planning section includes: Overview, "List your interests", brainstorming page, schema and question page, related ideas web, general research page
-Searching section includes: Overview, getting started with resources page, internet tips page, "key words/phrases" brainstorming page, "watch out for worries on the web" tips
-Note taking section includes: tips for "scanning", two-column note taking page, bibliography basics page
-Sharing section includes: ways to organize info (description, compare/contrast, sequencing, cause/effect or problem/solution) with conclusion, and list of 108 project ideas (ways to share knowledge gained).

This resource was created for use with 3-4 gifted students but can be used in any classroom for research. See our projects at thegreenroomvirtualmuseum.weebly.com !

Check out this "mini-lesson" I did with my students using parts of this packet at: https://www.educreations.com/lesson/view/passion-project-starting-info/28869019/?ref=link

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"Passion Project" independent study pack

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REVISED and EXPANDED! This 19 page pack provides an overview of what a "passion project" is (an independent study on something a student is passionate about), common core standards for grades 3-6. Packet takes students through the entire process. Starts with "Steps to becoming an expert" -Planning ...

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Creating an infographic is a great way for kids to show what they know or have learned about a topic! These projects also can give kids a chance to do some real work on computers. These infographics can be done by hand or on the computer, on Google Slides or PowerPoint. Students can do these on any topic. They just need to do some research using books and/or the Internet. This research should be based on finding numbers and information about their chosen topics. This pack also includes a RUBRIC for Infogrpahic Writing.

I have included a 9 and a 12 section chart for their information, choose which one works best with your own class. Students should try to find information that includes facts and numbers if possible for their infographic.

I have included a sample 9 section fact chart on sharks and a computer example of a shark infographic based on these 9 facts. These help students get an idea of what they are trying to do. You can find examples of infographics on just about any topic by searching on-line if your students need to see more!

This is a great option for Genius Hour Projects, too!

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Creating an infographic is a great way for kids to show what they know or have learned about a topic! These projects also can give kids a chance to do some real work on computers. These infographics can be done by hand or on the computer, on Google Slides or PowerPoint.

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Early Finishers Critical Thinking LA Flash Cards(Grades 2-6)

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Early Finishers Critical Thinking LA Flash Cards(Grades 2-6)

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Each of these 150 "Thinkable" cards has a different higher level thinking activity. Each one relates to some aspect of English Language Arts - literature, grammar, or vocabulary. Your students are sure to love these cards!

Thinkables can be used in a variety of ways in your classroom. One possibility is to create a center with the Thinkable cards and materials for completing the activities. Students can use the included Recording Chart to keep track of which cards they have completed. Simply circle, stamp, or use a sticker to cover the number of the card that has been completed. Students do not need to complete the cards in order and can work throughout the year whenever they have extra time.

Another option is to create a Thinkables journal for students to use for their work. Display one card on the document camera for all students to complete. You may also want to allow time for students to share their answers. Journals could also be used independently.

In addition, most of these cards could also be used without the writing component simply by having students discuss possible answers.

These cards are meant to be printed out in color and laminated, but will work find in grayscale. Cutting guidelines are included (the cards have been spaced to include the edges of the page in order to reduce cutting time).

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This product is also available in a money-saving Writing Prompts Task Card Bundle

You can find a more general set of Thinkableshere.

Other great products:
*Task Card Bundles
*Character Traits (multiple choice)
*Setting
*Cause and Effect (Identify)
*Fact or Opinion
*Brain Breaks

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Copyright information:
Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase an additional license.

Happy Teaching!

Rachel Lynette

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Fast Finishers Creative and Critical Thinking ELA Task Cards

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Each of these 150 "Thinkable" cards has a different higher level thinking activity. Each one relates to some aspect of English Language Arts - literature, grammar, or vocabulary. Your students are sure to love these cards! Thinkables can be used in a variety of ways in your classroom. One possibil...

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RIT 211-230

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This bundle is a combination of 12 products, which comprise 3 bundles. Each product has 10 weeks of practice related to the NWEA's MAP test. ...

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Asynchronous Development in Gifted Learners

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Asynchronous Development in Gifted Learners

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Asynchronous Development in Gifted Children, by Dr. Dan Peters, Summit Center

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Gifted Service and Staffing Report

The Department is required to post a report of the services offered to students identified as gifted by school districts in each of the following grade bands: K-3, 4-8, and 9-12. The Department is also required to report the number of licensed gifted staff employed or contracted by each school district.

Myths about Gifted Students

Developed by: Joy Sama, Michelle Watson, Dana Weber and Rachel Smethers-Winters
Myth: Gifted children will achieve without guidance.

Fact: Without appropriate guidance and support, gifted children may lose motivation or underachieve.

Myth: Gifted students are best served when tutoring others or when given larger quantities of work at average grade level.

Fact: When gifted students consistently tutor others, often they are not learning anything new. This can cause unhealthy self-esteem issues for both the tutored and the gifted student. Gifted children need a high degree of educational challenge, not more of an average level.

Myth: Gifted students are 'teacher pleasers,' are easy to teach, and will always make straight "As."

Fact: In order for gifted students to maintain high levels of achievement, teachers must make curricular adjustments, not just give 'more' work. Without appropriate modifications, gifted students may develop behavior problems. Gifted students will not always achieve, especially if unmotivated.

Knowing the Student: Other Considerations about Gifted Learners

Gifted students may experience specific social and emotional considerations:

Asynchronous development

Underachievement

Perfectionism

Twice-Exceptionality

Modify Instruction and Assessment

There are three ways to differentiate standards for gifted students: teaching advanced skills and using high quality, grade-appropriate content; teaching grade-level skills and using above-grade level content; and teaching advanced skills and using above-grade level content.

A Written Education Plan (WEP) is written for students receiving gifted services. This WEP provides:

Strategies

Acceleration

Concept Maps

Compacting

Problem-Based Learning

Tiered Assignments/Stations

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The Department is required to post a report of the services offered to students identified as gifted by school districts in each of the following grade bands: K-3, 4-8, and 9-12. The Department is also required to report the number of licensed gifted staff employed or contracted by each school district.

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Overexcitabilities among gifted students 

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Overexcitabilities among gifted students 

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Overexcitabilities are innate sensitivities and intensities and heightened responses to environmental stimuli. Dabrowski identified five overexcitabilities:

1. Intellectual

2. Imaginational

3. Emotional

4. Psychomotor

5. Sensual

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My Little Poppies LLC is a participant in the Amazon Services LLC Associates Program. As an Amazon Associate, I earn from qualifying purchases. Affiliate links from Amazon or other programs are used on this website. For more information, please refer to our disclosure statement. Let's chat gifted overexcitabilities (OEs) ... in real life.
If you hang around in gifted circles for any length of time, you'll start to hear a lot of talk about overexcitabilities. I thought it might be fun to do a post on overexcitabilities, and what they look like in real life- my little poppies-style!

I remember being completely fascinated by theories of personality development, especially back in college when I sat in Dr. Spiegler's Personality 101. Today, I'm going to dust off the cobwebs in my noggin' and share a bit of the info with you all, and then I'll show you what OEs look like in real life! First the nitty-gritty and then the fun, folks!

Polish psychologist Kazimierz Dabrowski is perhaps best-known for his Theory of Positive Disintegration, a complex human personality theory based on emotions and development. Without boring you with too much detail, I will share these snippets:

Dabrowski's theory suggests that human personality development takes place through a process of psychological disintegrations and reintegrations known as positive disintegration, whereby a person progresses through five levels of development, from an egocentric instinct-driven level to one of empathy and altruism.

This personality development is dependent upon a person's unique developmental potential, or DP.

Whether or not an individual reaches his or her DP depends on upon the confluence of several factors, including special abilities and talents/genetics, overexcitability, and internal drive/autonomy.

Dabrowski's Theory of Positive Disintegration asserts that one must go through emotional conflicts and struggles as part of the growth process. I like to think of it as a two-steps-forward-three-steps-back sort of thing.

Dabrowski maintained that those with the highest DP may experience more intense crises.

Dabrowski's Theory of Positive Disintegration is so much more complex than this little nugget that I am providing you with, and overexcitabilities are just one small part of that complex theory, but I wanted you to have a smidgen of background information before I start jumping into overexcitabilities.
Dabrowski's overexcitabilities have been embraced by the gifted community as it helps to explain the extreme sensitivity and intensity that is common among gifted individuals.

Overexcitabilities areinnate sensitivities and intensities and heightened responses to environmental stimuli.

Dabrowski identified five overexcitabilities:

So, in a nutshell:

Overexcitabilties are one aspect of Dabrowski's famous Theory of Positive Disintegration, a complex theory of personality development. There are five overexcitabilities. Overexcitabilities are not limited to gifted individuals, although they are commonly identified among the gifted.

Whew! How'd I do? Did that make any sense at all, folks? It's been years since I sat in Dr. Spiegler's lecture hall but I remember being wholly fascinated by it all.

Now that I'm done with the nitty-gritty, I'm going to show you some overexcitabilities in real life, or -because that was a Tremendous Mouthful- OEs IRL.

Intellectual overexcitability is the OE most associated with gifted individuals. When you think of a gifted child's inborn curiosity, unbelievable ability to analyze and problem solve, and his or her unquenchable thirst for knowledge, that's the intellectual overexcitability.

Intellectual overexcitability IRL

Leo is the most curious creature I've ever encountered. From the time he could speak, he was asking big questions. I remember once, at age two, he took apart his radiator because he wanted to see how it worked. He's constantly questioning, creating, inventing, and problem-solving. I wish I had an ounce of his curiosity (or his energy- but that's another OE so stay tuned!).

Here are some MLP related to intellectual overexcitability:
Profoundly Gifted Guilt: Zero to Sixty Gifted Hindsight Gifted: To Test or Not to Test Gifted Homeschooling Curriculum Gifted Children and Waiting
Children with imaginational overexcitabilities have unbelievably vivid imaginations. These children often get lost in their own little worlds, have imaginary playmates, and they tell tall tales. Left unchecked, these imaginations can result in BIG worries. Properly channeled, these children have limitless creativity!

Imaginational overexcitability IRL

All three of my children have wonderful imaginations, however, I have a child who can morph into any character at a moment's notice. He can stay in character for an entire day when he wants to, or he can wear many hats. For a couple of years, Seuss had an imaginary "daughdette" (his daughter). He has always been able to tell the tallest of tales. Ask him to tell you a story, and you're in for a [very long] treat!

Imaginational OE looks like Bear Man:

...or, this rock star right here:

Here are some MLP posts related to imaginational overexcitability:
Seuss and His Magic Wand Danger Monster Birthday Party for a Doll
While those outside of gifted circles are familiar with intellectual overexcitability, emotional overexcitability may be the first OE identified by parents of gifted children. These kids tend to be zero to sixty in their emotions. These children can be supremely sensitive, and they can worry quite a bit, in large part due to their asynchronous nature. I love this Pearl S. Buck quote because I think it captures the essence of an emotional OE kiddo so well:
A human creature born abnormally, inhumanly sensitive. To him... a touch is a blow, a sound is a noise, a misfortune is a tragedy, a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death.
Emotional overexcitability IRL

Emotional overexcitability can manifest in a variety of ways. You could have the emotional OE kid, like Leo, who is so asynchronous that he worries about and loses sleep over life's big issues: global warming, war, hunger, death, etc. Leo goes from zero to sixty in his emotions. If he's happy, he's over-the-moon, bouncing off the walls, ecstatic. If he's sad, he dissolves into a mushy mess of the boy on the floor. If he's angry, he can rage like a storm. Or, you could also have the emotional OE kiddo, like T, who enters a room and immediately senses the emotions of everyone around her, and who puts the needs of others before her own. T's emotional OEs are more subtle, they aren't as in-your-face as Leo's, instead, they are internalized, underground. As a parent, I tend to worry more about T's emotional OEs because I think she carries the weight of the world on her shoulders a lot of the time. I want to make sure that she learns how to take care of herself, too.

Here are some MLP posts related to emotional overexcitability:
Too Sensitive? On Sensitivity: TV Phobia Anyone? Thanks A Lot, Chester I'm Sensitive. What's Your Superpower? Quiet Kids, Quiet Parents My PG, 2E, Full of OE Afternoon
Those with psychomotor overexcitability appear to have boundless energy. They are the fast talkers, the never-stop-moving, the cannot sit still types of people. Those with psychomotor OEs are just more than those around them - you can feel worn out just by watching them. Not surprisingly, psychomotor OE is often confused with ADHD.

Psychomotor overexcitability IRL

I always say that Leo is my "tornado full of boy" and it's the best descriptor I have for him. He is a whirlwind of movement and noise, questions, and climbing, twists and turns. He's impossible to keep up with, folks, and he's always been that way. Even when he's doing something that should be calm, like reading or sleeping, he's in constant motion.

Psychomotor OE in a 4-year-old who reads can look like this:

Or, you might be living with psychomotor OEs when you go snowshoeing and your kid keeps doing this:

And lest you think that psychomotor OE refers only to physical movements, I want you to know that I totally count the nonstop verbiage and, quite frankly, non-stop noise emanating from his little mouth:

Here are some MLP posts related to psychomotor overexcitability:
Reading on the Go Climbing the Walls
Those with sensual overexcitability tend to have a heightened senses and sensual experiences. These can be both positive and negative experiences. You read about children who cannot have any tags in their clothing and need to wear seamless socks or none at all- that is a form of tactile oversensitivity. There are also children who have an early appreciation for aesthetics, from art to music to language. A song or painting can bring tears to their eyes.

Sensual Overexcitability IRL

My boys could be the poster children for sensual overexcitabilities. First, we have Leo who has always struggled with sensory stuff. He's over-sensitive to auditory input and under-sensitive to tactile input. He is the classic sensory seeker.

This summer, Leo was either doing this:

He is in constant motion, often climbing and bumping into things. He loves nothing more than to run around wild and then sprawl on burning hot pavement in 90-degree heat to rest. Talk about a seeker! Leo is a kid who is under-sensitive to tactile input (thus the burning pavement). He often wears his clothes backward or inside-out without noticing. Who can wear a collared shirt backward and not notice? Leo.

And then there is Seuss. He is over-sensitive to tactile input. He loathes sticky fingers and sandy feet and he would rather wear his birthday suit than anything else.

Sensual OE can present in a child who refuses to wear clothes:

Here are some MLP posts related to sensual overexcitability:
Sensory Stuff Homeschooling Children with Sensory Stuff Clothes Gone Wrong The New England Nudist Pants are Non-Negotiable
Parenting a child with overexcitabilities

I remember all the paperwork involved during Leo's assessment, from the developmental profile to the countless behavior rating scales and questionnaires. During my interview with the psychologist following this first phase of assessment but prior to the cognitive and academic testing, I remember the psychologist remarking that Leo had every single OE. At the time, I was overwhelmed and not fully processing, but later I read up on OEs. This time, I wasn't a student in Dr. Spiegler's class but a parent of a kid with every OE in the book. I remember feeling so relieved, knowing that our "normal" was normal for a certain population.

If I can give any advice to other parents of full-of-OE kids, it would be this: read about it so that you can understand your child better and then make peace with it. This is part of your child's unique personality. Accept it, celebrate it, laugh about it when you need to- but don't waste your time trying to change something you cannot. These OEs will ebb and flow over time, and in time your child will grow to manage his or her OEs, but these qualities are part of your child's uniqueness. And you know that proverbial apple? It never falls far, folks. I'm willing to bet that once you grow to understand and accept the OEs in your child, you will discover some of your own!

Wondering if your child is gifted/2e?

Now, it's your turn. Are you parenting a child with overexcitabilities? What do OEs IRL look like in your neck of the woods? Share here- I love hearing from you!

Parents, if you are looking for a community of parents who get this gifted thing? If so, c'mon over to Raising Poppies. You'll feel right at home!

This post has been part of the Hoagies' Gifted Education Page September 2015 Blog Hop: Overexcitabilities. Please click the image below to keep on hoppin'!

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Let's chat gifted overexcitabilities (OEs) ... in real life. If you hang around in gifted circles for any length of time, you'll start to hear a lot of talk about overexcitabilities. I thought it might be fun to do a post on overexcitabilities, and what they look like in real life- my little poppies-style!

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Gifted children often experience overexcitabilities, also called intensities. These areas of heightened stimulation are categorized in five areas: psychomotor, sensual, imaginational, intellectual, and emotional.

Though overexcitabilities are not, in and of themselves, negative characteristics, they are often discussed as though they are problems to solve. However, there are some wonderful benefits to "experiencing in a higher key." Because we have talked about overexcitabilities in general and strategies for "coping" with overexcitabilities on this blog before, we wanted to take this time to highlight some of the more delightful elements of overexcitabilities in gifted children and adults.
Extreme compassion, empathy, and sense of justice
Many gifted children have such a deep sense of empathy, compassion, and justice that they will stick up for others, challenge authority figures when authority is unfairly imparted, work toward solving problems they see in the world, take social action, and act as mediators and peacemakers. These are the kids who will make a positive difference in the world, on both small and large scales.
A deeper connection to the world
"Overexcitable children are more receptive and responsive to what they experience. In some areas of their lives, they are extremely perceptive and may be aware of what other people cannot even imagine." (Meckstroth, 2013, p. 279)

Gifted children and adults with emotional intensity often develop a deep connection to people, animals, nature, places, and objects that have sentimental value for them; Piechowski (2006) states that this "connection with the world as the place where we live is an important aspect of our emotional development" (p. 5). Emotionally intense individuals also enjoy deep, strong, and loyal friendships.
The ability to delight in simple pleasures
Those with sensual overexcitabilities take delight in what they see, taste, smell, touch, and hear. The taste of food, feel of nice fabric, sound of music or poetry, and the beauty of art or a sunset can bring these children great joy and comfort.
Desire to think more deeply about and solve world issues and problems
Intellectual intensity as well as the empathy found through emotional intensity combine to propel gifted children's deep interest in world problems and solutions to those problems. Gifted children "consider the possibilities of how things might be" (Sword) and can work toward achieving that ideal world. They often "search for solutions to known problems, find it difficult to let go of a problem, and identify new questions to be asked." (Piechowski, 2006, p. 53)
Strong focus
Both Piechowski (2006) and Winner (1996) describe the gifted child's capacity for intense interest and focus, which Piechowski describes as a "capacity for absorption," allowing gifted individuals to tune out their surroundings and achieve a state of flow when working on a project or thinking about a topic.
Ability to see multiple sides
Emotional empathy along with intellectual intensity allow deep thinking, internal debate and dialogue, and the ability to see different viewpoints. Dabrowski (1972) described overexcitable individuals as "see[ing] reality in a different, stronger, and more multisided manner.... Enhanced excitability is a means for more frequent interactions and a wider range of experiencing" (p. 7). These abilities can be applied to external situations, or they can be used for individual development, to gain more self-awareness and understanding.

This ability to see issues from multiple sides can also combine with imaginational excitability that helps gifted children work out problems in their mind using creative solutions to result in inventiveness and out-of-the box thinking.
Creativity
Aesthetic and intellectual creativity are often results of imaginational and sensual overexcitabilities. Children who experience the world differently, delight in the beauty of the world, and have active imaginations are often natural creators.
Stress relief
Sensual overexcitability helps us delight in everyday sensual experiences. Psychomotor overexcitability helps us physically expel negative energy through movement. Individuals with imaginational intensity may harness those powers to help create an imagined situation that can bring calm and relieve any tension experienced. Intellectually intense individuals can carry on internal debates, dialogues, and arguments - natural to this form of overexcitability - as a way to vent emotions privately. When gifted individuals are stressed, emotionally tense, or nervous, they can turn to these overexcitabilities for relief.
Let's help our children see these benefits
In an article on emotional intensity, Leslie Sword concluded, "If emotional intensity is seen and presented positively to gifted children as a strength, they can be helped to understand and value the gift of emotion. In this way gifted children will be empowered to express their unique selves in the world and use their gifts and talents with confidence and joy." The same can be said for all areas of overexcitability. While not losing sight of the challenges our children face due to their intensities, let us also help them see the positive power of these intensities and embrace them for good.
Like this post? Sign up for our email newsletter to receive more information and resources about gifted youth delivered straight to your inbox. This blog article is part of the Hoagies' Gifted Education Page Blog Hop on Overexcitabilities. Please click on the graphic below (created by Pamela S Ryan-thanks!) to see the full list of Hoagies' Blog Hop participants.

References

Bailey, C. L. (2010). Overexcitabilities and sensitivities: Implications of Dabrowski's Theory of Positive Disintegration for counseling the gifted. Retrieved from http://counselingoutfitters.com/vistas/vistas10/Article_10.pdf

Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gryf.

Delisle, J. R. (2006). Parenting gifted kids: Tips for raising happy and successful gifted children. Prufrock Press.

Meckstroth, E. A. (2013). The asynchrony of overexcitabilities: Advice for parents and teachers. In C. S. Neville, M. M. Piechowski, & S. S. Tolan (Eds.), Off the charts: Asynchrony and the gifted child (pp. 260-281). Unionville, NY: Royal Fireworks Press.

Piechowski, M. M. (2006). " Mellow out," they say. If I only could: Intensities and sensitivities of the young and bright. Madison, WI: Yunasa Books.

Sword, L. Gifted children: Emotionally immature or emotionally intense?. Retrieved from http://www.davidsongifted.org/db/Articles_id_10241.aspx on 8/14/15

Winner, E. (1996). Gifted children: Myths and realities. New York, NY: BasicBooks.

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The Bright Side of Overexcitabilities in Gifted Children - Institute for Educational Advancement

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Gifted children often experience overexcitabilities, also called intensities. These areas of heightened stimulation are categorized in five areas:

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Strategies for Promoting Motivation in Gifted Learners

Motivating gifted learners requires a shift in mindset. All students deserve to learn something new every day, regardless of standard benchmarks. The following strategies can help teachers motivate gifted students who struggle to engage in the classroom:

Provide choices to increase motivation.

Establish long- and short-term goals.

Give pre-tests to ensure students are encountering new material.

Teach students to be organized so they know what teachers expect of them.

Coach students by supporting strengths and modeling how to overcome weaknesses.

Vary instructional methods for different topics.

Respect Their Hard Work, Not Their Intelligence

When parents and teachers praise gifted students for their intelligence, they may be damaging motivation because these students do not struggle intellectually. It is more valuable to praise their hard work, which actually challenges them. Gifted learners often hear that they are smart, so they may not feel the need to go to any extra effort in a standard classroom. When teachers demonstrate how hard work and perseverance affects self-perception and motivation, students may begin to change their minds about school and how to engage it.

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The following classes have been recommended by teachers from our district:
1. Thinking outside the Book
2. Brain Compatible Classroom
3. Understanding Gifted Learners
4. Serving TAG students in the regular classroom
5. Encouraging Creativity
6. Social Emotional dimensions of the gifted in the impact of Asynchrony

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https://youtu.be/Ht2DJwdm9po