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How do we ensure that the high achiever & creative learner don't get left behind when the focus is on gifted earners?

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How do I effectively accommodate for all three types of learners and make sure that I reach everyone?

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How does motivation factor into our ability to identify gifted students?

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I am a high achiever.  I was always looking for what the teacher wanted me to do rather than being creative--which I am definitely NOT!!
I can easily see all three types of learners in my classroom and several students that span all three categories.

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Gifted learners are always thinking and considering multiple options.

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Gifted learners are always thinking and considering multiple options.

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These observations are easily confirmed by my experiences with our merit classes.  Many students who are used to getting A's and are high achievers struggle when presented with higher level activities which require complex, in-depth thinking.

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Students can fall into any combination of the three categories of high achiever, gifted, and creative learner.
Students look for idea mates.
We should be looking for good discussions rather than everyone coming to an agreement.

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1. Sometimes creative learners may come off as scatterbrained or unfocused.
2. Finding a way to help gifted learners match up with their "idea-mates" would be very beneficial for the students.
3. Categorizing students is challenging because some students may exhibit some characteristics of one category and many in another as well.

Connections:
1.

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Comments:
1. It can be challenging to distinguish gifted learners from high achievers and creative thinkers.
2. Gifted learners relate to individuals who have similar ideas/mindsets.
3.  Gifted learners' thinking is often abstract.

Connections:
1. I have had students who struggled to relate with their peers due to the fact that they did not have similar ideas.
2. I have had students who were gifted learners, but were not high achievers.

Questions:
1. How often do students fall into all three categories? (High achiever, gifted learner, creative thinker)
2. How do ensure that we do not misidentify students?

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Comments:
1) Not all gifted learners demonstrate creative process
2) School appropriate behavior doesn't always mean gifted
3) Sometimes its difficult to tell the difference between high achievers and gifted

Connections:
1)  Gifted learners prefer idea-mates, rather than age mates
2) There can be gifted learners that are not a high achiever

Question:
How can we identify the gifted learners, and differentiate for them in a grade level class.

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No column is mutually exclusive---hard to actually gauge where students need to be.
Differentiation is complex in these areas.
Grouping- idea mates

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1.  Students can have a combination of characteristics of the three types of learners.
2.  High achievers are often misinterpreted as being gifted.
3.  There are comparisons between bright and gifted children that are questionable.

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3 - It's easy to assume the achiever falls into the other categories.
3 - This helps to reinforce the idea that if a student is the first to raise their hand, it doesn't mean he/she is the smartest.
3 - I am Bono and I have gifts..
2 - I see quite a few of my students that I see as gifted, that may just be over-achievers.
2 - Gifted-learners enjoy the company of like-interest partners.
1 - I don't understand how to write a higher order question. Is there a workshot for that?

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1) Not all gifted learners demonstrate creative process.
2)Gifted learners often prefer adults to peers.
3) Creative thinkers could be focused on the previous assignment or question.

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I agree that students can fall into any combination of three categories of high achiever, gifted learner, and creative thinker.
Gif

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3: Teachers can often misinterpret a high achiever for a gifted learner. Often times, some stereotypes form about these two learners based on studies. There are many different variables about the two learners that make them separate from another.

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3: Teachers can often misinterpret a high achiever for a gifted learner. Often times, some stereotypes form about these two learners based on studies. There are many different variables about the two learners that make them separate from another.

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2: I can see those characteristics from this article in many of my students. The two types of learners initially look for different ways to respond to questions.
1: How can I differentiate material to ensure that I am challenging my gifted learners vs high achievers?

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Comments:
1.Seeing the "Well-adjusted" student is useful but does not provide the bigger picture of who the student is and how they learn.
2. The high achiever seems to need to be told what to do, the gifted learner is more independently driven, and the creative thinker seems to fixate on a variety of scenarios and sources before making a conclusion or product.
3. Seems like pigeon-holing students into groups that have an unclear definition.

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Comments
1. The three comparison was a better and more accurate look at tis than the two way comparison.
2 There is a lot of overlap between gifted, high achiever, creative thinker
3.  I hadn't considered some of these possibilities before.

1.I think I am a combination of high achiever and gifted learner..
2.  I think many of our students are combo learners too.

1 How can we encourage more creative thinking while stimulating the creative side of our thought process? Is there a way to make this a more inclusive idea.

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Comments:
1. It can be hard to know the difference between high achievers and a gifted learner.
2. Gifted learners are not always the creative learner.
3. A student can be a combination of a high achiever, gifted learner, and creative thinker.

Connections:
1. After reading the article, I feel that I can differentiate between these three types of learners.
2. You must really know your students to be able to tell what type of learner they are.

HOQ:
1. How do teachers accommodate for all three learners in the classroom?

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3) - Must remember students can run throughout each category - none are
mutually exclusive
- Pay attention to the way students react and respond to questions posed
-Differentiation should go beyond merit and grade-level, differentiate in merit
also
2) - Gifted learners look for peers who share similar thoughts
- High achievers tend to be teacher pleasers (they want to do what is right and
what the teacher wants, don't necessarily think outside the box, question
assignments/prompts, etc.
1) - How often do students cross categories? In 2 of 3 or in all 3?

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Comments:
1.  Gifted students' thinking is more abstracted than that of a high achiever
2. Gifted students would rather talk with idea-mates than peers because sharing ideas are more important than talking with just peers
3.  A gifted student can have qualities of a high achiever
Connections
1.  While reading this article, I have seen my classes through a different lens, kind of putting them into different groups
2.  It's interesting to see the gifted learners and high achievers work together in my merit groups.
High-order
1. What can schools do to help accommodate the gifted learner?

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Comments:
1.  Gifted learners prefer idea-mates rather than age-mates -          interesting point!
2.  It is interesting to see the differences between HA and GL
3.  The cartoon was eye-opening to the differences between the 3.
Connections:
1.  Teaching merit level classes, you can see high achievers and gifted learners intermixed and working together.
2.  Some students can slide between gifted learners and high achievers.
HO?:
How can a teacher differentiate for gifted learners in a regular class?

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If these columns are not mutually exclusive, gifted learners, high achievers and creative thinkers could often exhibit traits of each, making it difficult to identify these learners.

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Comments: 1) Gifted learners prefer adults rather than peers because they seek idea-mates. 2) High achievers, gifted learners, and creative thinkers are not mutually exclusive. 3) Not all gifted learners demonstrate the creative process.
Connections: Reading this article has made me think more about the abilities of my students and what category they would fall into. Generalizing, creative thinkers and highly able would mainly be in grade level classes while merit would be a combo of mainly gifted learners and high achievers.
HO?: How does a teacher adequately challenge a gifted learner when they are one of few in a large class?

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Comments:
1.

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Comments:
1.  Until you get to know a student it can be hard to tell the difference between High Achievers and Gifted.
2. Differentiation should go beyond Merit and Grade Level. Consider differentiating within a Merit class as well.
3. I wonder how many students, on average, are gifted, high achievers, or creative.
Connections:
1. In working with a gifted group of students, I have seen first hand how they seek out those with similar ideas rather than those in their social group.
2. Gifted learners ask many questions about assignments to find out "What do you really want?" Teachers have to be ready to respond.
Question:
How can we identify our creative learners so we do not misinterpret their behaviors? (Ex.- off task, daydreaming, etc...)

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3. Is beyond the group.  Learn differently than others.  Considers multiple avenues.
2.  Creates complex, abstract humor.  Is curious.
1. How do you determine if a student is a high-achiever or gifted?

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-A learner may be a combination of gifted, creative, and high achiever.
-Identification makes creating merit and gifted and talented classes difficult.
-The way learners approach assignments is a major indicator of which of the three learning types they are.

-I see many merit students who are truly high achievers and not gifted or creative thinkers.
-I see many creative thinkers who struggle to find academic success due to a lack of following procedure.

-How do we differentiate between creative thinkers and student who simply what to do whatever they want to do?

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3 Comments:
*Creative Thinkers could easily be seen as problem students
*Love the comments for differences "Is attentive, selectively engaged, daydreams"
*Need to remember gifted kids aren't socially awkward

2 Connections
* Creative Thinkers can help students to see the problems differently and help all students grow
* Gifted students can still fail your class.

HOQ:
How do we break stereotypes of a Gifted Student?

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1. High Achievers does not always equate to a gifted learner or creative thinker. Categories are not mutually exclusive
2. 2 of the 3 categories are not motivated by grades
3. High achievers aim to please the instructor

Connections:
I see these types of learners in my classroom.
It is important to keep these characteristics in mind when differentiating or planning for all types of learners.

Higher Order Question:
How can educators better meet the needs of gifted learners and creative thinkers as well?

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Comments
1.The gifted learner is credit with having wild, silly ideas.
2. Gifted learners seek idea-mates rather than age-mates.
3. The high achievers and gifted learners co-exist in many classrooms.

Connections
1. The gifted learner considers multiple nuances and alternative perspectives
2. They enjoy the company of peers when the peer group understands the shared ideas.

Question
1. If you identify someone as a higher level achiever, what resources could be provided to further their performance.

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Comments:
1.  High achievers learn differently than gifted learners.
2. Gifted learners seek idea-mates rather than age-mates.
3. Gifted learners might also be a high achiever.

Connections:
1. It's hard to think of grade level students falling into any of these categories, however, I see many creative thinkers in my classes.
2. You can see some that students slide between High Achievers and Gifted Learners.

HQ? What can schools do to help the students that are grade level but are also gifted learner or a high achiever?

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3 - Not all gifted learners demonstrate the aspect of creativity.
Gifted learners are not always out of sync with society.
Not all gifted learners are high achievers.
2 - Parents often assume gifted learners should be getting good grades.
Gifted learners do not always relish group activities due to social anxieties.
1 - Why are high achievers allowed to dumb it down to grade level just to get a good grade?