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Bonnie CUrlin, GT Coordinator
501-779-6437
CURLINB@NLRSD.ORG

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2017 GT BROCHURE


How do I know if they're really gifted?

The Bright Child (High Achiever) The Gifted Learner Possible Problems Associated with Giftedness
Knows the answers Asks the questions Possible gullibility
Is interested Is highly curious Takes on too many activities
Is attentive Is mentally and physically involved Difficulty in accepting the illogical
Has good ideas Has wild, silly ideas: unusual imagination Viewed as weird by others; feels stifled by lack of creative opportunities
Works hard Plays around, yet tests well Disruptive in class; class clown
Answers the questions Discusses in detail, elaborates Tendency to challenge, question authority, unwilling to listen to opinions of others
Top group Beyond the group Bored with regular assignments
Listens with interest Shows strong feelings and opinions Dominates the discussion
Learns with ease Already knows Bored; can become mischievous
6-8 repetitions for mastery 1-2 repetitions for mastery Becomes bored and frustrated; dislikes repetition
Understands ideas Constructs abstractions Frustrated when others don’t understand
Enjoys peers Prefers adults Receives negative adult attitudes to smartness; viewed as a show-off, odd, superior
Grasps the meaning Draws inferences; thinks “outside the box” Not interested in details; rejection of the known, need to invent for oneself; invents own systems, sometimes conflicting
Completes assignments Initiates projects Refuses to do rote homework
Is receptive Is intense; persistent; can concentrate on tasks of high interest for extended periods Has difficulty with listening skills; may disrupt class routine; feels stifled by restrictions; perceived as stubborn, uncooperative; difficult to move into another topic or task; resistant to interruption
Copies accurately Creates new designs Viewed as unmotivated when restricted
Enjoys school Enjoys learning; wide, diverse range of interests Viewed as lack of attention span or concentration
Absorbs information Manipulates information; creates new questions; ideas from existing knowledge Seen as off task; appear to be day dreaming or not paying attention
Technician Inventor
Good memorizer Good guesser Viewed by teachers and others as not paying attention or resistant to learning
Enjoys straightforward, sequential presentation Thrives on complexity Dislikes shallow curriculum
Is alert Is keenly observant Occasional resistance to direction
Is pleased with own learning Is highly self-critical Perfectionist; fears failure, avoids new situations to avoid possible failure; unrealistically high goals