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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).

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.

Creativity Challenge 1998 #4 - Crawford's Attribute Listing Creativity Challenge 1998 #4 Robert C. Crawford, professor at the University of Nebraska who taught creativity classes in the early 50s, wrote about ATTRIBUTE LISTING in his book, The Techniques of Creative Thinking published in 1954. So this week let's try an "oldie but a goodie". Take a common object/challenge/problem. My 5th step. Take 1 to 6 of the wildest and think about how you/we might reach or create that result. In 1954 my father was learning to use a computer at his company to do his gear engineering designs. If he had used "attribute listing" he might have listed "size of the computer". Then he might start working on how that might be possible. Viola his son buys a "palm top" computer in 1998. Your challenge if you take it this week is to use attribute listing on a "lawn mower". Prev Page Next Page Index Page

Definitions of Giftedness | National Association for Gifted Children Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures. Even within schools you will find a range of beliefs about the word "gifted," which has become a term with multiple meanings and much nuance. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and social-emotional functions can develop unevenly. Some gifted children with exceptional aptitude may not demonstrate outstanding levels of achievement due to environmental circumstances such as limited opportunities to learn as a result of poverty, discrimination, or cultural barriers; due to physical or learning disabilities; or due to motivational or emotional problems. This dichotomy between potential for and demonstrated achievement has implications for schools as they design programs and services for gifted students. NAGC does not subscribe to any one theory of the nature of human abilities or their origins.

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

Creative Think: Give Yourself A Whack on the Side of the Head The more often you do something in the same way, the more difficult it is to think about doing it in any other way. Break out of this "prison of familiarity" by disrupting your habitual thought patterns. Write a love poem in the middle of the night . . . Eat ice cream for breakfast . . . Wear red sox . . . Visit a junk yard . . . How can you whack your thinking? How would each of the following situations change the way in which you think about your issue: How do you whack your thinking? The 25th Anniversary Edition (completely revised, redesigned, and updated) of the book "A Whack on the Side of the Head: How You Can Be More Creative" will be published by Business Plus on May 5, 2008.

Characteristics and Behaviors of the Gifted Characteristics of Gifted Children Identifying The Gifted Recognizing the Characteristics of Gifted Children General Behavior Characteristics Learning Characteristics Creative Characteristics Who are the Highly Gifted? Some Myths About Gifted Children Identifying The Gifted Einstein was four years old before he could speak and seven before he could read. Recognizing the Characteristics of Gifted Children ERIC Clearinghouse on Handicapped and Gifted Children (1985) cites three types of characteristics of gifted children: general behavioral, learning, and creative characteristics. General Behavior Characteristics Gifted children's behavior differs from that of their age-mates in the following ways: Learning Characteristics Gifted children are natural learners who often show many of these characteristics: Creative Characteristics Gifted children's creative abilities often set them apart from their age-mates. Who are the Highly Gifted? Learn at a much faster pace. Printed with Permission Not necessarily.

Richistan: A Journey Through the ... The Virtues of Confusion We all know that confusion doesn't feel good. Because it seems like an obstacle to learning, we try to arrange educational experiences and training sessions so that learners will encounter as little confusion as possible. But as is so often the case when it comes to learning, our intuitions here are exactly wrong. Scientists have been building a body of evidence over the past few years demonstrating that confusion can lead us to learn more efficiently, more deeply, more lastingly—as long as it's properly managed. How can this be? We short-circuit this process of subconscious learning, however, when we rush in too soon with an answer. 1. 2. 3. GIFTED 101 What is giftedness? The hallmark of giftedness is abstract thinking ability. Those who are gifted learn more and learn faster; they remember more and make more original connections compared to those in the normal range. Those who are gifted also have a depth of feeling with levels of intensity. Some gifted children are high achievers, but not all. Underachievement can be the result of a poor fit between school curriculum and the gifted student. "Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. - From the work of Linda Silverman cited in Academic Advocacy for Gifted Children, Barbara Jackson Gilman, p. 39. Back to Top How is giftedness identified? Usually a child qualifies for gifted education through testing. Click on this link for further explanation about percentile ranking. As an adult, am I gifted? Are you a good problem solver?

scienceNOW | Mirror Neurons Mirror Neurons PBS air date: January 25, 2005 ROBERT KRULWICH: Hello again. Gaze into a mirror, and what do you see? We humans are really good at reading faces and bodies. Ask yourself, "Why do people get so involved, so deeply, deeply involved, with such anguish, such pain, such nail biting tension over football?" COMMENTATOR: The Cleveland Browns are gambling on defense. ROBERT KRULWICH: Why are we such suckers for sports? Well, as it happens, scientists have an explanation for this strange ability to connect. DANIEL GLASER: It had never been found on a cellular level before. ROBERT KRULWICH: A set of brain cells, found on either side of the head, among all the billions of long branching cells in our brain, these so-called "mirror neurons," have surprising power. DANIEL GLASER: What we've found is the mechanism that underlies something which is absolutely fundamental to the way that we see other people in the world. (NEURON FIRING): Clack, clack, clack. First you look... DONNA: Ready? V.S.

Walking Promotes Divergent Thinking, Find Stanford Scientists Humans have a complicated relationship with walking. This wasn’t always so. British paleoanthropologist Mary Leakey identified marks of bipedalism dating back 3.7 million years in Tanzania—it’s an old endeavor indeed. Bipedalism conferred onto us two distinct advantages. Secondly, and more importantly for this story, the ability to walk turned us into efficient communicators. Was walking considered a creative endeavor, however? The more sedentary the world has become, the more the primitive act of walking is romanticized. Modern activities for creative problem solving include daydreaming, sleep, and cardiovascular exercise. The team conducted four experiments to better understand how walking affects creative thinking, with two tests administered to participants. In the first experiment participants completed the two tests while seated and then while walking on a treadmill (to factor for environmental influence). Their assessment?