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By Alan Haskvitz
What is giftedness?
Many parents believe their child is gifted. The problem is
there are many areas of exceptionality, and sometimes overachievers
or bright children may seem gifted to the inexperienced observer.
To further complicate matters for an inexperienced teacher
or parent, Professor Howard Gardner gives us at least seven
very encompassing categories in which a child may be gifted.
- Linguistic. This means a child is very verbal and excels
at reading and writing.
- Logical-mathematical. This area involves the ability to
see patterns and relationships; these children enjoy games
of strategy and experiments.
- Bodily-kinesthetic. These children are athletic, have
good motor coordination and enjoy being active.
- Spatial. This type of giftedness appears in those good
at puzzles, drawing, building and thinking in images.
- Musical. These children are discriminating listeners and
enjoy singing, drumming and keeping rhythm.
- Interpersonal. These learners become leaders. They communicate
well, understand the way others feel and are not embarrassed
to take charge.
- Intrapersonal. These gifted traits are revealed in shy,
but motivated children.
Review a fairly comprehensive look at Gardner's beliefs in
the article, "Multiple
Intelligences: A Theory for Everyone."
Helping the Gifted Child
So how do you help a potentially gifted child? After spending
30 years in the classroom teaching these students, I saw four
factors emerge:
- Gifted children are a diverse and frequently stubborn
group, who sometimes use their intelligence to avoid being
seen as intelligent.
- They are competitive and enjoy being best in the fields
they feel confident about. However, they are reluctant to
try new things for fear of failure.
- They are manipulative and tell you what they think you
want to hear. If they are doing poorly and believe parents
will try getting them out of a tough class, they will make
sure evidence they present parents is overwhelmingly in
their favor.
- They may resent being in classrooms where gifted students
have to do more work, rather than different work.
Indeed, many schools encourage skipping grades to help challenge
gifted students. This is a mistake if the child cannot accept
the social ramifications. In addition, and this is very
important, it puts students at a real disadvantage when taking
SAT tests. That extra year of preparation and maturity could
be worth many points and make the difference between the school
of choice and the others. Remember, with grade inflation,
many students have straight-A averages. SAT scores and community
and extracurricular work separate students from the pack.
So, the best way to help a gifted child is to challenge them
and expand their interests, while providing depth in their
gifted areas.
However, there is a downside when challenging a gifted youngster.
To provide the depth of knowledge needed to keep a truly gifted
child interested requires a parent to make two decisions:
- First, do you want to challenge the child in other areas
and risk activating their stubbornness?
- Second, are you willing to accept the fact your child
may fail?
These are not easy decisions to make. Many parents delight
in displaying honor-roll stickers and place a tremendous weight
on grades, rather than learning. In addition, parents want
to see happy children and tend to bulldoze anything that may
jeopardize this.
Internet resources
Fortunately for parents and teachers who want to expand a
child's scope and challenge their abilities, the Internet
has a vast array of excellent resources. However, because
of the living nature of the Web, it is important to review
these sites in case they have been purchased by those whose
purpose may not match yours.
Obviously, the best place to start is Reach
Every Child.
Find links to authors for the linguistic learner at REC
Authors.
For the child who enjoys sports, access a list
of the major sports teams.
For the student who likes cars, get a list
of the major auto companies.
For dancers and artists, find arts
and entertainment links.
Try mathematics
resources.
There are plenty of other resources at Reach Every Child,
but sometimes a parent needs more specific help. The government
maintains a compilation of information on many subjects. It
is called ERIC. Use
this link, type in what you're looking for, and the search
engine will provide the latest research on the topic. There
is a charge for duplicating articles, but there are some good
ones. Type in my name to see projects my students have worked
on recently.
In addition, the following resources may
be useful. Select from:
Identifying gifted children
Austega's
Gifted Resource Centre
This is a rather comprehensive site, which features the usual
links plus those that help with choosing a school, types of
curriculum and the newest publications about giftedness.
Bloom's
Taxonomy
When working with a gifted child, you should have some knowledge
of Bloom's Taxonomy, which deals with levels of learning.
A parent can use this link to prepare questions for their
child to learn the quality of the child's thinking. It is
a must for any teacher of gifted children as it provides a
focus for enrichment activities.
Education:
Gifted and Talented Students
This site links to articles on the gifted child and related
subjects. I strongly recommend you look at the one on emotional
intelligence. Many gifted children refrain from adapting socially
and have emotional problems. The two most consistent reasons
are fear of being labeled "different" by peers and
an attitude of superiority that creates aloofness and a retreat
into books and solitude.
Is
Your Child Gifted?
[ Top of page ]
Encouraging gifted
learners
Hoagies'
Gifted Education Page
This is perhaps the largest site dealing with gifted children.
It is very well done.
Learning
Disabilities and Giftedness
Odyssey
of the Mind
An invention competition that provides creative problem-solving
opportunities for students from kindergarten through college
Underachievement
among Gifted Minority Students: Problems and Promises
[ Top of page ]
Periodicals and
organizations related to giftedness
Gifted
Children Monthly
GT World
Imagine
From Johns Hopkins Center for Talented Youth
National Association
for Gifted Children
Prufrock
Press
Prufrock Press publishes the following and more: JEG (Journal
for the Education of the Gifted) and JSGE (Journal of Secondary
Gifted Education).
Understanding
Our Gifted
[ Top of page ]
Comparing bright
and gifted learners (chart)
| Bright child |
Gifted child |
| Knows the answers |
Asks the questions |
| Interested |
Extremely curious |
| Pays attention |
Gets involved physically and mentally |
| Works hard |
Plays around; still gets good test scores |
| Answers questions |
Questions the answers |
| Enjoys same-age children |
Prefers adults or older peers |
| Good at memorization |
Good at guessing |
| Learns easily |
Bored -- already knew the answers |
| Listens well |
Shows strong feelings and opinions |
| Self-satisfied |
Highly critical of self (perfectionistic) |
| Learns with ease |
Is mentally/physically involved |
| 6-8 repetitions for mastery |
Has wild, silly ideas |
| Understands ideas |
Discusses in detail; elaborates |
| Enjoys peers |
Beyond the group |
| Grasps the meaning |
1-2 repetitions for mastery |
| Completes assignments |
Constructs abstractions |
| Is receptive |
Initiates projects |
| Copies accurately |
Is intense |
| Enjoys school |
Creates a new design |
| Absorbs information |
Enjoys learning |
| Technician |
Manipulates information |
| Good memorizer |
Inventor |
| Enjoys straight-forward, |
Good guesser |
| Sequential presentation |
Thrives on complexity |
| Is alert |
Is keenly observant |
http://www.tagfam.org/whoisgifted.html
Janice Szabos, Challenge, 1989, Good Apple, Inc., Issue 34
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