What does it mean to be gifted?
North Carolina State definition of Gifted Education:
“The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared to others of their age, experience and environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.”
(North Carolina. Gen. Stat. § 115C-150.5)
http://www.ncpublicschools.org/advancedlearning/aig/
“The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared to others of their age, experience and environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.”
(North Carolina. Gen. Stat. § 115C-150.5)
http://www.ncpublicschools.org/advancedlearning/aig/
Personal Philosphy of Giftedness
Students that are identified as gifted can have the ability to perform substantially ahead of their peers. Gifted students tend to be sensitive, can be creative, and need tasks that engage them and challenge them to think and dig deeper. Gifted students have a tendency to stand out in ways that other students do not. They may stand out in the way they think through tasks, in work produced, their artwork, puzzles they are able to solve, and a deep interest in particular topics. It is important to remember that these students should be compared with others in their age range, experience, and environment.
There are at a minimum, 4 main aspects of giftedness as identified by the North Carolina Association for the Gifted and Talented, NCAGT. Those include the potential to perform above their peers, high-performance capability, the necessity for a differentiated curriculum, and that giftedness can be present across cultures and economic status. Gifted students show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. When these students are compared with others, they consistently outperform typical students.
Gifted students can exhibit high-performance capabilities in intellectual areas, specific academic fields, or both intellectual and specific academic areas. Students do not have to be considered gifted in all areas of the curriculum. Students can show giftedness in one subject area, the arts, across all areas, or gifted in one area and disabled in another educational area. Gifted students may not always perform at their ability, and gifted students may not be gifted across multiple educational subjects. Gifted students can be twice exceptional, meaning that they may have a learning difficulty while also being identified as gifted. Gifted students may struggle with work completion, and sometimes it is necessary to determine what motivates a gifted student to do their best work.
Gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Gifted students need a chance to dig deeper into the curriculum and explore subjects outside of the regular classroom. Working with others of similar ability can help gifted students further develop, increase their critical thinking skills, and challenge their thinking. Gifted students need deep and meaningful tasks, in lieu of busy work. At times, it can be difficult to provide that challenge to gifted students without support from outside the classroom.
Students without similar educational experiences can exhibit giftedness, but when compared to others that have had a stronger educational background their giftedness may not be recognized right away. Students that come from underprivileged or minority backgrounds are frequently missed in the identification process. As a society, we do not always recognize those gifted in the arts and minority groups are sadly underrepresented if not given the opportunity or chance at their schools.
There are several concepts that explain the intricacies of giftedness including those of Renzulli and Tannenbaum. Renzulli’s Three-Ring conception of giftedness discusses traits of above-average ability, task commitment, and creativity that are valued and gifted behaviors are looked at vice gifted students. Tannenbaum’s Star Model of Giftedness speaks of ability, aptitude, motivation, environment, and chance. These and other concepts detail the remarkable traits of giftedness and give us a framework of what giftedness looks like in students today.
Students that are identified as gifted can have the ability to perform substantially ahead of their peers. Gifted students tend to be sensitive, can be creative, and need tasks that engage them and challenge them to think and dig deeper. Gifted students have a tendency to stand out in ways that other students do not. They may stand out in the way they think through tasks, in work produced, their artwork, puzzles they are able to solve, and a deep interest in particular topics. It is important to remember that these students should be compared with others in their age range, experience, and environment.
There are at a minimum, 4 main aspects of giftedness as identified by the North Carolina Association for the Gifted and Talented, NCAGT. Those include the potential to perform above their peers, high-performance capability, the necessity for a differentiated curriculum, and that giftedness can be present across cultures and economic status. Gifted students show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. When these students are compared with others, they consistently outperform typical students.
Gifted students can exhibit high-performance capabilities in intellectual areas, specific academic fields, or both intellectual and specific academic areas. Students do not have to be considered gifted in all areas of the curriculum. Students can show giftedness in one subject area, the arts, across all areas, or gifted in one area and disabled in another educational area. Gifted students may not always perform at their ability, and gifted students may not be gifted across multiple educational subjects. Gifted students can be twice exceptional, meaning that they may have a learning difficulty while also being identified as gifted. Gifted students may struggle with work completion, and sometimes it is necessary to determine what motivates a gifted student to do their best work.
Gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Gifted students need a chance to dig deeper into the curriculum and explore subjects outside of the regular classroom. Working with others of similar ability can help gifted students further develop, increase their critical thinking skills, and challenge their thinking. Gifted students need deep and meaningful tasks, in lieu of busy work. At times, it can be difficult to provide that challenge to gifted students without support from outside the classroom.
Students without similar educational experiences can exhibit giftedness, but when compared to others that have had a stronger educational background their giftedness may not be recognized right away. Students that come from underprivileged or minority backgrounds are frequently missed in the identification process. As a society, we do not always recognize those gifted in the arts and minority groups are sadly underrepresented if not given the opportunity or chance at their schools.
There are several concepts that explain the intricacies of giftedness including those of Renzulli and Tannenbaum. Renzulli’s Three-Ring conception of giftedness discusses traits of above-average ability, task commitment, and creativity that are valued and gifted behaviors are looked at vice gifted students. Tannenbaum’s Star Model of Giftedness speaks of ability, aptitude, motivation, environment, and chance. These and other concepts detail the remarkable traits of giftedness and give us a framework of what giftedness looks like in students today.