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Michelle Lowery |
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FAQCheck out the Links section for more information.........
What is the difference between a bright child and a gifted learner?
What is the difference between a high achiever, gifted learner, and a creative thinker? High Achiever, Gifted Learner, Creative Thinker Bertie Kingore, Ph.D. Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness. High-achieving students are noticed for their on-time, neat, well- developed, and correct learning products. Adults comment on these students' consistent high grades and note how well they acclimate to class procedures and discussions. Some adults assume these students are gifted because their school-appropriate behaviors and products surface above the typical responses of grade-level students. Educators with expertise in gifted education are frustrated trying to help other educators and parents understand that while high achievers are valuable participants whose high-level modeling is welcomed in classes, they learn differently from gifted learners. In situations in which they are respected and encouraged, gifted students' thinking is more complex with abstract inferences and more diverse perceptions than is typical of high achievers. Articulating those differences to educators and parents can be difficult. In 1989, Janice Szabos published a comparison of the bright child and the gifted learner. Her comparison helps to delineate differences between the two groups and provides a useful format for discussions. However, some of the items listed in the comparison are questionable. For example, the gifted learner is credited with having wild, silly ideas. In reality, it is creative thinkers who exhibit the ideas often called wild or silly; not all gifted learners demonstrate that aspect of the creative process. As a second example of concern, Szabos lists bright children as enjoying straightforward, sequential presentations. This behavior seems more associated with learning preferences than with ability. Arguably, some gifted learners also enjoy straightforward, sequential presentations, but their questions and responses to such a presentation may dramatically differ from the questions and responses of bright children. As a final example, Szabos' comparison states that gifted learners prefer adults while bright children enjoy peers. This statement has negative connotations leading to the stereotype that gifted learners are so out of sync with society and have such poor social skills that they can only communicate with adults. In reality, gifted learners seek idea-mates rather than age-mates. They enjoy the company of peers when the peer group understands the shared ideas. Responding to those concerns, a three-way comparison of a high achiever, a gifted learner, and a creative thinker is proposed for you to consider and ponder. No column is intended to be mutually exclusive. For example, a high achiever might also be a creative thinker, and a gifted learner might also be a creative thinker; a creative thinker might also be a high achiever, and a gifted learner might also be a high achiever. This three-column comparison emerged over several years while working with students representing all three of these groups. Hundreds of teachers and students reviewed and discussed the items as the comparison developed. These students and teachers found the following cartoons helpful in understanding the comparison since high achievers, gifted learners, and creative thinkers co-exist in many classrooms. In the first cartoon, the teacher announces an assignment, and the high achiever quickly tries to determine what the teacher most wants so he can please and satisfy the teacher's intentions: "What do you really want?" The gifted learner ponders what to do that would most interest her as she learns: "What I would like to do is..." Simultaneously, the creative thinker's mind begins to race with all of the diverse and varied possibilities that could be explored: Later, in the second cartoon, the teacher poses a question to the class. The high achiever is delighted because he knows the answer and is in control: "Oh, I know that answer!" The gifted learner considers multiple nuances and alternative perspectives: "The question could mean..." or "It might suggest..." or "Another way to say that is..." or "Yah, but..." The creative thinker is still obsessed with the seemingly endless possibilities of the earlier assignment, concentrating so much on his ideas that he completely misses the teacher's question: Consider sharing this three-way comparison with your gifted students to elicit their perceptions. If you wish, their responses can be shared with the author at the email listed below. Stimulating discussion rather than fostering agreement is the goal. The results might clarify or extend understanding among administrators, teachers, parents, and students of the marvelous similarities and differences among high achievers, gifted learners, and creative thinkers. Gifted learners prefer idea-mates rather than age-mates. They enjoy the company of peers when the peer group understands the shared ideas. ___________ References ___________ Szabos, J. (1989). Bright child, gifted learner. Challenge, 34. Good Apple. Kingore, B. (Spring 2004). High Achiever, Gifted Learner, Creative Learner. Understanding Our Gifted. www.bertiekingore.com EXTEND was established as an enrichment program to serve third through eighth grade gifted and talented students selected according to specific selection/ participation criteria. The objectives of the program include the provision of academically challenging work and experiences beyond the scope of the normal activities provided in the regular classroom. What is the criteria for screening students for EXTEND? Students are considered for screening by the following: nomination by classroom teachers, TCAP scores, classroom grades, creativity, and motivation to learn. Parental request for testing will be considered. What is the criteria for participation in EXTEND? 1. Students must maintain a "C" grade in all academic core areas on their report card to remain in EXTEND. Students who make below a "C" in core classes on their report card will not be allowed to attend EXTEND classes until either: the mid-nine week report documents a "C" or above in all core subjects or the following nine week report card grade is at the acceptable level. If grades remain below a "C" for the remainder of the year, a parent/teacher/student conference will determine what is the student's best interest for the next year. 2. Students must maintain an acceptable level of performance during the EXTEND pull-out sessions in order to remain in the program. They will be expected to complete assigned projects on time and at an acceptable level of creativity and overall quality. If students do not maintain EXTEND standards, parents will be asked to participate in a conference to determine if EXTEND is in the student's best interest. 3. Students not meeting program guidelines will not be permitted to participate in any outside EXTEND activities. 4. Students wishing to exit the program must have a signed note from a parent. What about assignments missed while the student is in EXTEND? Classroom assignments missed by students during EXTEND classes or activities will be modified according to the individual child's needs. If time is given in class for homework assignments, while EXTEND students are out, then their homework is to be reduced or modified as needed to ensure mastery of lesson skills. Classroom teachers shall give adequate time for missed tested to be completed. EXTEND students involved in field trips and academic competitions will not be counted absent and the same make-up policy applies. CUB CLUB is an intervention program K-2. Students participating in CUB CLUB receive explicit basic skills instruction in a small group setting. How are students chosen for CUB CLUB? Students struggling to master basic skills are chosen to participate in EXTEND? Enrichment classes meet 1 to 2 times per week for at least 30 minutes. During Enrichment time, students receive small group instruction focused on developing higher-order thinking skills, problem-solving, and creativity. How are students chosen for Enrichment? K-2 Enrichment is less formal than the 3rd and 4th grade EXTEND program. Students are chosen based upon their Reading Level. |
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