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I have taught gifted students that have characteristics from each of these profiles.  It can be a challenge to meet and serve all of their needs.  My knowledge and expertise has increased due to training that has brought awareness of looking at the "Whole Student."
* The successful learner would benefit by having a compacted curriculum.  This learners should not be held to the pacing calendar of the district, but instead be allowed to move through the curriculum at a more rapid pace.  I would allow this student to work with a mentor and have learning time with an intellectual peer.
* The creative learner will be respected and celebrated in my classroom when approaching a task differently.  Our district also offers art and music instruction and clubs for students.  This benefits all students, but also allows an outlet for those gifted in this area.
* I will create a safe and welcoming learning environment for the underground learner.  This student will be a part of my small group social skills instruction.  I will assist these students in projects by giving them small steps to allow success along the way.
* The at-risk learner will also need coaching along the way to feel successful.  For this student, I will make the curriculum more student centered, allowing them to take some ownership in what they are learning.
*The twice/multi exceptional learner will be allowed to work with peers on his intellectual level.  I would be flexible with the curriculum allowing this student to be creative with his learning.
* The autonomous learner would definitely be given the opportunity to complete independent in depth research. I would encourage creativity and individual thinking with these students.

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Identifying the Total Point of View of Learner when Identifying Gifted Learners

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Identifying the Total Point of View of Learner when Identifying Gifted Learners

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This article gives a brief overview of a general practice of identifying gifted learners.

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While some commonalities exist across giftedness, one size does not fit all. Gifted learners exhibit different characteristics, traits, and ways to express their giftedness. Various issues must be considered for identification:

Giftedness is dynamic, not static. Identification needs to occur over time, with multiple opportunities to exhibit gifts. One test at a specific point in time should not dictate whether someone is identified as gifted. Read NAGC's position statement, "The Role of Assessments in Identifying Gifted Individuals."

Giftedness is represented through all racial, ethnic, income levels, and exceptionality groups. Underrepresentation is widely spread. It's estimated that African American, Hispanic American, and Native American students are underrepresented by at least 50% in programs for the gifted.¹ Learn more about identification in diverse gifted populations and read NAGC's position statement, "Identifying and Serving Culturally and Linguistically Diverse Students."

Giftedness may be exhibited within a specific interest or category-and even a specific interest within that category. Professionals must seek ways to gather examples across various domains and contexts. See "Multiple Identification Procedures" below.

Early identification in school improves the likelihood that gifts will be developed into talents.

Identification Process

Typically, identification policies and procedures are determined at the district level. Because no two gifted children are alike is important to collect information on both the child's performance and potential through a combination of objective (quanitifiably measured) and subjective (personally observed) identification instruments in order to identify gifted and talented students.

Districts typically follow a systematic, multi-phased process for identifiying gifted students to find students who need services beyond the general education program: 1) Nomination or identification phase; 2) Screening or selection phase; 3) Placement phase. In the nomination and screening phase, various identification tools should be used to eliminate bias.

Sample Identification Instruments ²

Tests & Assessments. Individual intelligence and achievement tests are often used to assess giftedness.

However, relying on IQ or performance results alone may overlook certain gifted populations.

Nominations: Self, Peer, Teacher, Administrator, Parent. Nominations help cast a wide net for identifying as many students as possible who might qualify for gifted services. Often, gifted characteristic checklists, inventory, and nomination forms are completed by students, parents, teachers, and administrators to provide an informal perspective.

Student Cumulative Records. Grades, state and standardized tests are sometimes used as data points during the gifted identification process.

Teacher Observations & Ratings: Learning & Motivation Scales. Teachers may make observations and use rating scales or checklists for students who exhibit a certain trait or characteristic during instruction. Sample rating scales include Scales for Rating Behavioral Characteristics of Superior Students (Renzulli & Smith, 1977), Purdue Academic Rating Scales (PARS), Whitmore or Rimm Underachievement Scales, and Cultural Characteristics Scales.

Portfolios & Performances. Portfolios or work that is collected over time should include student reflections of their products and/or performances. Portfolios may be developed for both academic (language arts, math) and creative (speech, arts, music) pursuits.

Student Educational Profiles. While many forms may be used to identify gifted children, an academic or artistic case study approach can offer a more comprehensive process. Case studies may include data, observations, and growth demonstrated in various settings.

1 U.S. Department of Education Office of Civil Rights. (2014). Civil Rights Data Collection: Data Snapshot (College and Career Readiness) 2 Purcell, J. & Eckert, R. (2006). Designing services and programs for high-ability learners. National Association for Gifted Children: Thousand Oaks, CA: Corwin Press.

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While some commonalities exist across giftedness, one size does not fit all. Gifted learners exhibit different characteristics, traits, and ways to express their giftedness. Various issues must be considered for identification: Giftedness is dynamic, not static. Identification needs to occur over time, with multiple opportunities to exhibit gifts.

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Identifying the Total Point of View of Learners when Identifying Gifted Learners

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Identifying the Total Point of View of Learners when Identifying Gifted Learners

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I agree with Betts & Neihart's argument that a total point of view of the student will assist educators in identifying and serving gifted learners. As we learn more about giftedness, we discover "disabilities" that coexists within the learners. The attached article addresses some of these issues.

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Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional - Barbara Jackson Gilman, Deirdre V. Lovecky, Kathi Kearney, Daniel B. Peters, John D. Wasserman, Linda Kreger Silverman, Michael G. Postma, Nancy M. Robinson, Edward R. Amend, Michelle Ryder-Schoeck, Patricia Hedges Curry, Sally K. Lyon, Karen B. Rogers, Linda E. Collins, Gerry M. Charlebois, Colleen M. Harsin, Sylvia B. Rimm, 2013

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Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student's eli...

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"Whole Gifted Child" Positives and Negatives

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"Whole Gifted Child" Positives and Negatives

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Viewing the types has supported my beliefs of what it means to be gifted.

Specific examples from the characteristics

Type 1: The Successful
This type of student's behaviors indicate to most that they "fit" the title of GT.  However, this student's attitude and feelings can negate their achievement at times.   The student may not attempt challenges due to fear of failure or being overly critical.

Type 2: The Creative
Although this student perseveres in areas of interests or passions, they may become bored and frustrated with everyday curriculum.

Type 3: The Underground
This student has a desire to fit in socially, and may deny his talents in order to due so.  His feelings and attitude may result in dropping out of GT classes.

Type 4: The At-Risk
This student has resentful and angry feelings along with a poor self-concept.  This results  in low academic achievement and inconsistent work.

Type 5: Twice/Multi Exceptional
This student has a learned helplessness and poor academic self-support.  He seeks teachers approval and avoids risks.

Type 6: The Autonomous Learner:
This learner is self-confident and works independently. He seeks challenges and is optimistic.

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Find out the 6 different types of giftedness