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High Achiever, Gifted Learner, CreativeThinker

High Achiever, Gifted Learner, CreativeThinker
Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness. High-achieving students are noticed for their on-time, neat, well-developed, and correct learning products. Adults comment on these students' consistent high grades and note how well they acclimate to class procedures and discussions. Some adults assume these students are gifted because their school-appropriate behaviors and products surface above the typical responses of grade-level students. Educators with expertise in gifted education are frustrated trying to help other educators and parents understand that while high achievers are valuable participants whose high-level modeling is welcomed in classes, they learn differently from gifted learners. In 1989, Janice Szabos published a comparison of the bright child and the gifted learner. Later, in the second cartoon, the teacher poses a question to the class. Szabos, J. (1989). Related:  Intelligence/Development/Brain PowerGATE Websites and Articles

7 Ways to Grow the Action Habit People at the top of every profession share one quality — they get things done. This ability supercedes intelligence, talent, and connections in determining the size of your salary and the speed of your advancement. Despite the simplicity of this concept there is a perpetual shortage of people who excel at getting results. The action habit — the habit of putting ideas into action now — is essential to getting things done. Here are 7 ways you can grow the action habit: 1. 2. 5. 7. It takes courage to take action without instructions from the person in charge. Note: This list was inspired by The Magic of Thinking Big by David Schwartz. Don’t Forget To Follow Us On Twitter! Related Articles: How To Increase Self Discipline How To Motivate Yourself Are We Failing Gifted Students? By Cindy Long Meet C.J. Wilson. He’s a fourteen-year-old from Alexandria, Va., who likes video games, going to the movies and playing neighborhood football with his friends. He’s intellectually gifted, and he represents a population that is sometimes overlooked in increasingly crowded classrooms. Challenge Gifted Students Or They’ll Do it For You Like most gifted students, C.J. is a straight “A” student with a soaring I.Q. “He’d ask me what different words meant that he’d read in the newspaper,” Kim Wilson, C.J.’s mom, recalls. Either they’ll zone out or they’ll act out, says Del Siegle, Ph.D., a professor in gifted education and department head of Educational Psychology in the Neag School of Education at the University of Connecticut and past president of the National Association of Gifted Children. Step on the Gas and Accelerate In Fairfax County, Va., where C.J. goes to school, gifted students are placed in the Advanced Academic Program (AAP). The Five “C’s” He’s right.

Tips for Teachers: Successful strategies for teaching gifted learners Davidson Institute for Talent Development 2003 This article by the Davidson Institute for Talent Development offers a list of tips for teachers. It focuses on suggestions any teacher can use in the classroom to aid their gifted students and promote their achievement in positive ways. Common blunders are also discussed as well as why they can be detrimental to the gifted student. Being a regular classroom teacher can be both an exciting and overwhelming experience. Tip #1: Familiarize Yourself with the Characteristics of Intellectually Gifted StudentsNot all gifted students in your classroom will be identified and even those who are may not always appear to be gifted. Tip #2: Let Go of "Normal"In order to be an effective teacher, whether it's your first year or your 30th, the best thing you can do for yourself is to let go of the idea of "normal." Tip #3: Conduct Informal AssessmentsMeeting the needs of gifted students does not need to be an all consuming task. Permission Statement

Is It a Cheetah? By Stephanie S. Tolan © 1996 Stephanie S. Tolan It's a tough time to raise, teach or be a highly gifted child. Giftedness, a global, integrative mental capacity, may be dismissed, replaced by fragmented "talents" which seem less threatening and theoretically easier for schools to deal with. The child who does well in school, gets good grades, wins awards, and "performs" beyond the norms for his or her age, is considered talented. A cheetah metaphor can help us see the problem with achievement-oriented thinking. But cheetahs are not always running. It's not difficult to identify a cheetah when it isn't running, provided we know its other characteristics. Its chief food is the antelope, itself a prodigious runner. While body design in nature is utilitarian, it also creates a powerful internal drive. Despite design and need however, certain conditions are necessary if it is to attain its famous 70 mph top speed. If a cheetah is fed Zoo Chow it may not run at all.

wrapping up 2007 (28 December 2007, Interconnected) Wrapping up 2007: As Borges wrote reviews of non-existent books, I have notes for essays I'll never write. Here I've collected what's been on my mind the last couple of months. The common theme of Web 2.0 Expo Berlin was surfaces, which I picked up primarily from a talk on microformats as nanotech by Jeremy Keith and a conversation with Terry Jones. In short: the surface of the Web is currently pages - these are the atoms - which are interlinked (Tom Coates talks about how to be native to the Web of data). What microformats and other forms of structure do is increase the resolution of the Web: each page becomes a complex surface of many kinds of wrinkles, and by looking at many pages next to each other it becomes apparent that certain of these wrinkles are repeated patterns. So what does phenotropics mean for the Web? The technological future of the Web is in micro and macro structure. The macro investigation is like chemistry. You know, seeing is just like predicting the future.

5 Ways to Be Known as a Visionary Would you like to be seen as a groundbreaker and a visionary? Want to be the Seth Godin of your field or the Malcolm Gladwell (possibly with a different hairstyle) of your industry? You can—but it’s not easy. And it takes a lot more than sitting at a computer while the children are nestled all snug in their beds and visions of thought leadership dance in your head. How do I know? To be seen as a groundbreaking thinker, here are a few principles you must embrace: You must start with show, not tell. If everyone agrees, you’re preaching to the choir. You have to start small. For a while no one will listen. And most importantly… You must be sure the effort is worth it. If it’s just about your ego, you’ll never succeed, and in fact probably shouldn’t—because groundbreaking thinkers place all the emphasis on their ideas, not on themselves.

To Teach Gifted Learners Well THE DOS AND DON'TS OF INSTRUCTION:What It Means To Teach Gifted Learners Well by Carol Ann Tomlinson, Ed.D, The University of Virginia Some people suggest that gifted education is just sort of "fluffy" or enriching-gravy on the potatoes, perhaps, but not anything especially substantial or critical in the way of mental fare. Others propose that all gifted education is what's good for all students. So what does it mean to teach a highly able student well? Good Instruction for Gifted Learners 1) Good curriculum and instruction for gifted learners begins with good curriculum and instruction. 2) Good teaching for gifted learners is paced in response to the student's individual needs. 3) Good teaching for gifted learners happens at a higher "degree of difficulty" than for many students their age. 4) Good teaching for gifted learners requires an understanding of "supported risk." Inappropriate Instruction for Gifted Learners It's not so hard to articulate.

Forget Your Perfect Offering: Perfectionism and the Gifted Learner When I was learning to quilt, the only consistent about my stitching were the mistakes. A friend reassured me that the famous and fabulous Amish quilters always placed a deliberate mistake in their quilts in recognition that only God is perfect. After that, whenever I made a mistake (often), I would shrug and say, “Oh, that’s just my Amish mistake” (or my 23rd Amish mistake, whatever), and go on. In Leonard Cohen’s song “Anthem,” he says, Ring the bells that still can ring Forget your perfect offering. All too often gifted youth find it impossible to forget their perfect offering, instead sacrificing themselves, their time, and their talent on the altar of perfection seeking. In their book Letting Go of Perfect, Adelson & Wilson identify five types of perfectionist gifted kids: The Academic Achiever: I’ll get 100 or die tryingAggravated Accuracy Assessors: I’ll do it over and over and over. But this is not a lament, not an ode to the woes of perfectionism. Excellent is good enough. (C.P.

What Are the Characteristics of Effective Teachers of the Gifted? Knowing the characteristics of the best teachers of gifted students would be helpful for a variety of reasons. Understanding these characteristics could help in the training of teachers, in hiring of teachers of the gifted, and in helping parents assess who might best serve their children. Although it would be helpful to understand the characteristics of the best teachers of gifted students, there does not appear to be a general consensus of what those characteristics are. There have, however, been a number of studies that attempt to synthesize this information. An interesting discussion question might be how the characteristics of a teacher of the gifted might differ from the characteristics of an exemplary teacher of any type of student. Based on questionnaire data and needing more thorough research, effective teachers of the gifted have the following characteristics: Student responses suggest effective teachers of the gifted need to

How to Use English Punctuation Correctly - WikiHow Steps Part 1 Using Proper Capitalization 1Always start a sentence with a capital letter. Part 2 Using End-of-Sentence Punctuation Marks 1Use a period (full stop) to end declarative sentences and statements. Part 3 Using Commas 1Use a comma to indicate a break or pause within a sentence. Part 4 Using Colons and Semicolons 1Use a semicolon to separate two related but independent clauses. Part 5 Using Hyphens and Dashes 1Use a hyphen when adding a prefix to some words. Part 6 Using Apostrophes 1Use the apostrophe together with the letter s to indicate possession. Part 7 Using Slashes 1Use the slash to separate and from or, when appropriate. Part 8 Using Miscellaneous Punctuation Marks Community Q&A Add New Question How do I punctuate the title of a book in a sentence? Ask a Question If this question (or a similar one) is answered twice in this section, please click here to let us know. Tips The placement of punctuation marks before or after a closing quotation mark varies. Warnings Article Info Featured Article

5 Simple Ways to Increase Your Intelligence Your brain needs exercise just like a muscle. If you use it often and in the right ways, you will become a more skilled thinker and increase your ability to focus. But if you never use your brain, or abuse it with harmful chemicals, your ability to think and learn will deteriorate. Here are 5 simple ways anyone can squeeze a bit more productivity out of the old gray matter. 1. Don’t you feel drained after a couple hours of TV? When you feel like relaxing, try reading a book instead. 2. 3. Once you get used to reading challenging books, I think you’ll find that you aren’t tempted to go back to page-turners. 4. If you have the opportunity, take 10-20 minute naps when you are hit with a wave of drowsiness. 5. I’m not saying you need to sit on the floor cross-legged and chant ‘ommm’. Conclusion – I hope you aren’t disappointed that none of the techniques I’ve proposed are revolutionary.