EDIT MAIN
501-779-6437
Bonnie CUrlin, GT Coordinator
501-779-6437
CURLINB@NLRSD.ORG
Secondary GT parents please complete this survey.
Elementary QUEST parents please complete this survey.
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 |