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Lesson 1

This document discusses gifted and talented learners. It begins by explaining that giftedness can have different meanings but is generally used interchangeably with talented. It then outlines objectives of understanding what gifted learners are and their characteristics and identification. Several ways giftedness can be defined are presented, such as IQ scores, talent in specific areas, or creativity. Characteristics of gifted learners include advanced reasoning, curiosity, and abstract thinking. They are identified through IQ and achievement tests as well as observations. The document concludes by describing six profiles of gifted learners and emphasizing enrichment is important to meet their needs.

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Mary Ann Andes Caruruan
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151 views7 pages

Lesson 1

This document discusses gifted and talented learners. It begins by explaining that giftedness can have different meanings but is generally used interchangeably with talented. It then outlines objectives of understanding what gifted learners are and their characteristics and identification. Several ways giftedness can be defined are presented, such as IQ scores, talent in specific areas, or creativity. Characteristics of gifted learners include advanced reasoning, curiosity, and abstract thinking. They are identified through IQ and achievement tests as well as observations. The document concludes by describing six profiles of gifted learners and emphasizing enrichment is important to meet their needs.

Uploaded by

Mary Ann Andes Caruruan
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON 1: Types, characteristics and identification of gifted and talented learners

Introduction
In this lesson, you will study that gifted and talented learners also have needs,
which when not properly addressed, may lead to deleterious consequences. Thus, in order
to maximize their learning, it is important to recognize gifted and talented learners. This
lesson introduces the concept of giftedness and the various meanings attached to it. The
different characteristics and profiles of gifted and talented learners are described, and
ways to identify them are presented.
The terms “gifted” and “talented” convey different meanings to different people.
Nevertheless, it is considered acceptable to use these terms interchangeably, such as when
we say “gifted learner” or “talented learner”, pertaining to the same person (Daviz,
Rimm, & Segle, 2014). For uniformity in terminology in this chapter, we will refer to
gifted and talented learners as “gifted learners” and we will refer to their characteristics as
“giftedness”.

Objectives
At the end of this lesson, students should be able to:
1. Explain what gifted and talented learners is.
2. Identify the different types, characteristics and identification of gifted and
talented learners

Motivation
Look at the picture and give your ideas about it.

Abstraction
The diverse definitions given to giftedness can be placed under five categories:
1. After-the-fact Definitions
Those who consistently perform outstandingly and achieve in a valuable are considered
“gifted” or “talented”.
2. IQ Definitions
Those who get a score above a certain cutoff point in an intelligence test are considered
“gifted” or “talented”.
3. Percentage Definitions
Those who belong to a fixed proportion that a school district set are considered “gifted”
or “talented” (e.g., a school/district may consider the top 5% of students as “gifted”).
4. Talent Definitions
Those who excel in specific aesthetics (e.g., art, music) academic (e.g., math, science)
area/s are considered “gifted” or “talented”.
5. Creativity Definitions
Those who possess superior creative abilities are considered “gifted” or “talented”.

Identification of Gifted and Talented Learners


There are a number of ways to determine giftedness and often a combination of
ability and achievement tests are used, including observation and/or a review of the
student’s portfolio of work.
IQ tests can be a first step, including the Woodcock Johnson, Wescher
Intelligence Scale for Children or Stanford Binet (L-M). While an average intelligence
score is 90-110, gifted kids will typically score well above this. Giftedness may also be
somewhat hereditary and a child may score within 10 points of a sibling or parent.
The earlier giftedness is identified, the sooner exceptional talents can be nurtured.
Nonetheless, it is often recommended that parents wait until kids are 7-8 before they
undergo formal assessment and enter into a gifted education program.
Although there is no easy formula for identifying a gifted child, certain indicators
appear to differentiate the gifted child from his/her classmates, such as:

 Unusual alertness in infancy


 Long attention span
 High activity level
 Intense reactions to noise, pain, frustration
 Advanced progression through the developmental milestones
 Extraordinary memory
 Enjoyment and speed of learning
 Early and extensive language development
 Fascination with books
 Curiosity
 Excellent sense of humor
 Abstract reasoning and problem-solving skills
 Vivid imagination (e.g., imaginary companions)
 Sensitivity and compassion

Note: High grades in classes and/or high scores on standardized achievement tests are not
necessarily indicators that a student is gifted. Further evaluation is necessary for accurate
identification.

Characteristics of Gifted and Talented Learners


In order to differentiate gifted students from those who are not, Baxter identified
intellectual, nonintellectual, and personality characteristics that indicate a learner’s
giftedness.
a. Intellectual Characteristics
- Have exceptional reasoning ability, intellectually curious, learns quickly, able
to do abstractions, have complex thought processes, have vivid imagination,
shows moral concern, passion for learning, ability to concentrate, thinks
analytically, creative, has keen sense of justice, and can reflect deeply
b. Non-intellectual Characteristics
- Unconventional, tends to be domineering, argumentative, tuning out,
excessively competitive, have tendency toward tunnel vision, be excited
easily, have sharp sense of humor, or can become compulsive collector. These
characteristics can be misinterpreted as misbehaviors or may get them into
trouble. These could be effects of giftedness and thus learners must be
properly assessed and the learner’s needs must be recognized and met.
c. Personality
- They are insightful, have strong need to understand and to be stimulated
mentally, perfectionist behavior, demands for explanation as to why things
work, high need for precision and logic, sensitivity towards others, intensity of
perseverance, acute self-awareness, may exhibit nonconformity, tendency to
question rules/authority and become introvert.

Types and Profiles of Gifted and Talented Learners


Type I: The Successful
This learner is a convergent tinker who learns easily and excels in exams, one who
is eager to gain the approval of parents and teachers and to be liked by peers. They
possess positive self-concept but is unaware of deficiencies.
Type II: The Creative
This learner is divergently gifted. However, it can be challenging when this
learner’s need is not met. There is a tendency for one to go unidentified, question
authority, and be nonconforming. Due to little recognition this type of learner receives,
one usually experiences self-esteem issue.
Type III: The Underground
Due to social pressure, this learner may hide giftedness in order to fit in with non-
gifted peer groups. This could lead to a sudden decline in grades, and this learner may
experience conflict between one’s needs and the expectations of one’s parent and
teachers.
Type IV: The At-risk
The giftedness need of this learner have not been met, resulting to defensiveness
and anger toward adults or oneself. This could lead to symptoms of depression and
withdrawal as well as acting out. This learner usually develops interests that are outside
of the school’s regular curriculum and has a poor self-concept.
Type V: Twice Exceptional
This learner possesses giftedness at the same time as being physically or
emotionally challenged. Because of learning abilities or poor verbal abilities, this learner
is not typically identified as gifted. Since school programs usually do not attend to this
learner’s needs, it could lead to one being discouraged, frustrated, rejected, helpless,
powerless, or isolated.
Type VI: The Autonomous Learner
This learner adapts easily to the school system and is able to create oneself new
opportunities. This learner has positive self-concept and receives positive attention and
support for one’s accomplishments. Moreover, this learner receives positive regard from
adults and peers, and is often put at leadership roles. This learner is independent and self-
directed, which is usually the end goal of all learners.

Enrichment:
The term “gifted” has been thrown around in public education circles for decades
– often misused, misdiagnosed and misunderstood. Gifted children may present in various
ways; some are positive characteristics and some, are not as desirable. When determining
giftedness in a student, it is essential to take a number of factors into consideration, since
not all gifted children will exhibit the same characteristics at the same time. 

To broaden and enrich your knowledge about gifted and talented learners. Please watch
the video below.
https://youtu.be/Vsf2qH3dn3Q

Evaluation
Answer the following questions:
1. What is gifted learner and talented learner?
2. What are the five categories of the diverse definition of giftedness?
3. Give at least 5 indicators to Identify of Gifted and Talented Learners
4. Enumerate the Types and Profiles of Gifted and Talented Learner
5. What are the 3 Characteristics of Gifted and Talented Learners?

Reference
https://www.davidsongifted.org/gifted-blog/profiles-of-the-gifted-and-talented/
https://www.pvschools.net/academics/gifted/parent-resources/characteristics-and-signs-
of-giftedness
https://www.tandfonline.com/doi/pdf/10.1080/02783199409553610
LESSON 2: Principles and Strategies of Teaching and Designing IEP for Gifted and
Talented Learners
Introduction
Objectives
Motivation
Abstraction
Evaluation
Reference
LESSON 3: Trends And Issues in Teaching Gifted and Talented Learners
Introduction
Objectives
Motivation
Abstraction
Evaluation
Reference

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