Margaret Keane and Anna Giblin of Giftedkids.ie discuss the Gifted Label and look at the characteristics of exceptionally able children.

1. Giftedkids.ie Webinar Series
Characteristics
of the
Exceptionally Able
“Faster, Earlier, Differently”
Presented by
Margaret Keane,
Founder of Giftedkids.ie
& Anna Giblin,
Giftedkids Committee
Supported by
Social Entrepreneurs Ireland,
N.C.T.E. & C.T.Y.I.

2. Summary
 The “Gifted” Label
 Categories of Giftedness
 General Characteristics
 Behavioural & Social Emotional
Indicators – Early Years, Primary School,
Secondary School
 Types of Gifted Learners
 Web Resources
 Suggested Reading

3. NO
AGREED
Definition
Of
Giftedness!

4. But, we do have
LOTS
of
THEORIES. . .

5. Gagné's
Differentiated Model of
Giftedness & Talent
Idea of HIDDEN Gifts!
High Potential High Performance

6. GARDNER'S
Theory of MULTIPLE
Intelligences
Linguistic
Logical-Mathmatical
Musical
Spatial
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Naturalist

7. RENZULLI's
3 Ring Model
Gifted

8. So, what do we
MEAN by the terms
“Gifted”, “Talented” or
“Exceptionally Able”?
It's MORE
than an
IQ Score!

9. Top 5% Intellectual Ability
is considered
the Gifted Range

10. In Ireland we FOCUS on
Performance

11. . . . rather than
Potential

12. Gifted Kids come in ALL Shapes & Sizes,
from all socio-economic backgrounds,
And from ALL communities.
FORGET the Stereotypes,
they are, above all else,
INDIVIDUALS!

13. Giftedness is all about learning
POTENTIAL –
Gifted children are not always
High Achievers

14. 7 CATEGORIES of
Giftedness
Groups of Traits which are
OBSERVABLE!

15.  General intellectual ability
 Specific academic aptitude
 Creative thinking and production
 Leadership skills
 Visual, Performing arts,Sports
 Mechanical Ingenuity
 Special Abilities - Empathy,
Understanding and Negotiation.
Source: NCCA Draft Guidelines - Exceptionally Able Students

16. General CHARACTERISTICS
✔ Keen powers of OBSERVATION
✔ Learned to READ very early, often before school age
✔ Reads WIDELY and rapidly
✔ Well developed VOCABULARY - takes delight in using unusual
and new words
✔ Has great intellectual CURIOSITY
✔ Absorbs information rapidly - often called SPONGES
✔ Very good MEMORY - can recall information in different
circumstances
✔ Have ability to CONCENTRATE deeply for prolonged periods
✔ Unusual or quirky sense of HUMOUR
✔ Heightened SENSITIVITIES and intensity
✔ Can develop strong passions – become an EXPERT

17. Not ALL Gifted Characteristics
have to be
present.

18. Giftedness can be MASKED by:
Learning Difficulties
Disabilities
Cultural Differences
Disadvantaged Background
Lack of Opportunities

19. "Highly gifted children tend to be those who
demonstrate asynchronous development -
the process whereby the intellect develops
faster and further than other attributes such
as social, emotional and physical development.
Due to their high cognitive abilities and high
intensities, they experience and relate to the
world in UNIQUE WAYS."
National Association for Gifted Children UK

20. BRIGHT Kids
vs
GIFTED Kids
What's the Difference?

21. Bright Child VS Gifted Learner
✗ Know the answers ✗ Ask the questions
✗ Are interested ✗ Are highly curious
✗ Are attentive ✗ Are mentally & physically involved
✗ Has good ideas ✗ Has wild & silly ideas
✗ Works hard ✗ Plays around, yet tests well!
✗ Answers the questions ✗ Discusses in detail, elaborates
✗ Top Group ✗ Beyond the group
✗ Listens with interest ✗ Shows strong feelings & opinions
✗ Learns with ease ✗ Already knows
✗ Needs 6 to 8 repetitions ✗ Needs 1 to 2 repetitions for
for mastery mastery
✗ Understands ideas ✗ Constructs abstractions
Reproduced with kind permission of Carol Fertig & Prufrock PressRaising a Gifted Child: A Parenting Success Handbook

22. Bright Child
✗ Enjoys peers
VS Gifted Learner
✗ Prefers Adults
✗ Grasps the meaning ✗ Draws inferences
✗ Completes assignments ✗ Initiates projects
✗ Is receptive ✗ Is intense
✗ Copies accurately ✗ Creates a new design
✗ Enjoys school ✗ Enjoys learning
✗ Absorbs information ✗ Manipulates information
✗ Is a technician ✗ Is an inventor
✗ Is a good memorizer ✗ Is a good guesser
✗ Enjoys straightforward ✗ Enjoys complexity
sequential presentation
✗ Is alert ✗ Is keenly observant
✗ Is pleased with own learning ✗ Is highly self critical
Reproduced with kind permission of Carol Fertig & Prufrock PressRaising a Gifted Child: A Parenting Success Handbook

23. The EARLY Years

24. What to Look For . .
✔ Ability to understand and use abstract symbol systems
at much younger ages than usual.
✔ Early language Development
✔ Early motor development
✔ Early development of rich vocabulary
✔ Early ability to grasp abstract concepts – maths
✔ Exceptional memory
✔ Rapid, fast paced learning
✔ Ability to ask probing questions
✔ Early classification and investigative skills –
categories
Source: Australian Gifted & Talented Education – CPD for Teachers

25. Social & Emotional
✔ Emotional intensities & sensitivities
✔ Display heightened sense of injustice
✔ Play more structured games, suited to older
children
✔ Prefer friendships with older children
✔ Heightened capacity for empathy with others
✔ Frustration with own fine motor skills
✔ Mature and quirky sense of humour
✔ Can have different expectations around
friendships to peer group
Source: Australian Gifted & Talented Education – CPD for Teachers

26. The PRIMARY SCHOOL Years

27. What to Look For . .
✔ Ability to understand and use abstract symbol systems
at much younger ages than usual
✔ Rich vocabulary
✔ Can become absorbed in things they find interesting
✔ Unusually quick learning
✔ Dislike of slow paced work
✔ Exceptional memory
✔ Likes and prefers independent work
✔ Ability to ask probing questions
✔ Ability to think and reason at a level closer to older
students
Source: Australian Gifted & Talented Education – CPD for Teachers

28. Social & Emotional
✔ Emotional intensities & sensitivities
✔ Display heightened sense of injustice & fairness
✔ Can prefer friendships with older children
✔ Heightened capacity for empathy with others
✔ Frustration with own fine motor skills
✔ Mature and quirky sense of humour
✔ May feel the need to dumb down in order to fit in with
peers and teachers
✔ Can experience crippling perfectionism
✔ Can have different expectations around friendships
to peer group
Source: Australian Gifted & Talented Education – CPD for Teachers

29. The SECONDARY SCHOOL Years

30. What to Look For . .
✔ Can see patterns & make connections
✔ Can have high abilities across a range of subjects
✔ Can become totally absorbed in things they find
interesting
✔ Fast paced learning
✔ Dislike of slow paced work
✔ Extremely well developed memory
✔ Likes and prefers independent work
✔ Ability to ask probing (sometimes provocative) questions
✔ Ability to think and reason at a level closer to older
students
Source: Australian Gifted & Talented Education – CPD for Teachers

31. Social & Emotional
✔ Emotional intensities & sensitivities
✔ Display heightened sense of injustice & fairness
✔ Can prefer friendships with older children or adults
✔ Heightened capacity for empathy with others
✔ Frustration with own fine motor skills
✔ Mature and quirky sense of humour
✔ May feel the need to dumb down in order to fit in with peer
groups and teachers
✔ Can experience crippling perfectionism
✔ May have close friendships with one or two people
✔ Can have difficulty choosing a career
Source: Australian Gifted & Talented Education – CPD for Teachers

32. Types of Gifted Learners
The Successful
The Challenging
The Underground
The Double Label
The Dropout
The Autonomous

34. The SUCCESSFUL
Behaviours
✗ high achiever
✗ seeks teacher approval
✗ non-risk taker
✗ does well academically
✗ accepts & conforms
✗ dependent
Source: NCCA Draft Guidelines

35. The SUCCESSFUL
Feelings - Social & Emotional
✗ boredom ✗ extrinsic motivation
✗ dependent ✗ responsible for others
✗ positive self-concept ✗ diminished feelings of self
✗ anxious and rights to their emotions
✗ guilty about failure ✗ self critical
Source: NCCA Draft Guidelines

37. The CHALLENGING
Behaviours
✗ Corrects teacher ✗ Creative
✗ Questions rules, policies ✗ Prefers highly active,
✗ Honest, direct engaging, questioning
✗ Mood swings approach
✗ Inconsistent work habits ✗ Stands up for convictions
✗ Poor self control ✗ Competitive
Source: NCCA Draft Guidelines

38. The CHALLENGING
Feelings - Social & Emotional
✗ Boredom
✗ Frustration
✗ Low self esteem
✗ Impatient
✗ Defensive
✗ Heightened sensitive
✗ Unsure about social roles
Source: NCCA Draft Guidelines

40. The UNDERGROUND
Behaviours
✗ Denies ability
✗ Drops out of support group
✗ Resists challenges
✗ Wants to belong socially
✗ Changes friends
Source: NCCA Draft Guidelines

41. The UNDERGROUND
Feelings - Social & Emotional
✗ Unsure
✗ Pressured
✗ Confused
✗ Guilty
✗ Insecure
✗ Diminished feelings of self and right
to their emotions
Source: NCCA Draft Guidelines

43. The DOUBLE LABEL
Behaviours
✗ Demonstrates inconsistent work
✗ Seems average or below
✗ May be disruptive or acts out
Source: NCCA Draft Guidelines

44. The DOUBLE LABEL
Feelings - Social & Emotional
✗ Powerless
✗ Frustrated
✗ Low self esteem
✗ Unaware of his or her potential
✗ Angry
Source: NCCA Draft Guidelines

46. The DROPOUT
Behaviours
✗ Poor attendance ✗ Creative
✗ Doesn't complete tasks ✗ Criticizes self and others
✗ Pursues outside interests ✗ Produces inconsistent work
✗ Dreams in class ✗ Disruptive
✗ Self abusive ✗ Appears average or below
✗ Isolates self ✗ Defensive
Source: NCCA Draft Guidelines

47. The DROPOUT
Feelings - Social & Emotional
✗ Resentment
✗ Angry
✗ Depressed
✗ Explosive
✗ Poor self concept
✗ Defensive
✗ Burn out
Source: NCCA Draft Guidelines

49. The AUTONOMOUS
Behaviours
✗ Appropirate social skills ✗ Isolates self
✗ Works independently ✗ Creative
✗ Develops own goals ✗ Stands up for
✗ Follows through convictions
✗ Follows strong areas of ✗ Risk taker
passion
Source: NCCA Draft Guidelines

50. The AUTONOMOUS
Feelings - Social & Emotional
✗ Confident ✗ Desire to know and learn
✗ Self accepting ✗ Accepts failure
✗ Enthusiastic ✗ Intrinsic motivation
✗ Accepted by others ✗ Personal power
✗ Supported ✗ Accepts others
Source: NCCA Draft Guidelines

51. Giftedkids.ie WEBINAR Series
NextWebinar coming in MARCH 2010!
Free to Parents & Teachers
Introductory Online Seminars
Download Recorded Webinars & Videos
 Characteristics of the Exceptionally
Able – Faster, Earlier, Differently
 How to be your Child’s Best Advocate –
Supporting your Child at home and at School
 Educational Assessment
 Dual Exceptionality – Aspergers, Adhd,
Dyspraxia, Dyslexia, Behavioural Issues
 In Class Strategies – Differentiation,
Enrichment, Acceleration, ICT Resources
 Social & Emotional Sensitivities

52. Web Links
DOWNLOAD
WEB RESOURCES PDF
http://www.giftedkids.ie/weblinks.pdf
DOWNLOAD
SUGGESTED READING PDF
http://www.giftedkids.ie/readinglist.pdf
Join Giftedkids.ie Forum
http://www.giftedkids.ie/yabb

53. CTYI Conference
"Gifted Children Going Forward: Creating a True Smart
Economy"
When? Saturday, March 13th 2010
Where? Dublin City University
Who? Parents, Teachers, Student Teachers & Education
Professionals
How much? €80, Discounted Rate for Students
Keynote Address:
Prof. Franz Mönks, Radboud University Nijmegen
“Meeting the learning and developmental needs of
individuals with high potential”
Speakers Include:
Dr. Pichak Siripoonsap, Deputy Director of Thailand’s Gifted & Talented
Foundation
Dr. Sarah McElwee, Oxford University (Psychologist)
Leo Lopez MD, Montefiore Children's Hospital, NY (Pediatrician)
Dr. Arlene Egan, UCD (“Motivating Gifted Children to Succeed”)
Margaret Keane, Founder of www.giftedkids.ie
To book your place, please contact Ms. Lynne Mooney, CTYI, email to
Lynne.mooney@dcu.ie or by tel (01) 7005090

54. ICEP EUROPE
Teaching Gifted and Talented Students: Rising to the
challenge of highly able learners.
Start Dates
Spring: 15th April - 16th April 2010
Latest Date for Registration: 9th April 2010
Summer: July - August
Autumn: October - December
Award: CPD
The Essentials of Teaching Gifted & Talented Students: A
Practical Introduction
Start Dates
Spring: 15th Feb-16th April 2010
Latest Date for Registration: 9th April 2010
Autumn:Oct - Dec
Award: CPD
http://www.icepe.ie/