Understanding

Giftedness
Elizabeth Shaunessy-Dedrick

Types of Giftedness
Screening to Identification of Giftedness
Differentiating Instruction for Gifted
Learners

Independent Thinking
Activity
Think of someone who you believe is gifted. List
some of the characteristics and behaviors that
this person exhibits that you believe are a sign
of his/her giftedness.

Areas of Giftedness

Intellectual

Academic
Aptitude

Leadership

Creative Thinking
and Production

Visual and
Performing arts

Area of Strength

Intellectual

Academic Aptitude
(more concentrated around one
or a few fields of interest)

Examples

avid reader
wide range of interests
self-disciplined
resourceful
curious
learns rapidly
retains and uses information
superior judgment
questions

long attention span in areas of interest

studies some subjects more than others
extends learning
broad perspective on interest area(s)
seeks assistance beyond their peers

Area of Strength

Creative Thinking and

Production

Leadership

Examples

spontaneous
intuitive
provides multiple solutions or responses to a problem
keen sense of humor
flexible in thinking patterns
fluent in producing and elaborating on ideas
innovative

Recognizes skills and abilities of others

interacts well with others
Articulate
empathetic towards others
decision maker
can coordinate the work of several individuals

What is Gifted in
Florida?

Plan A and Plan B for Gifted in

Florida
Plan A
The student demonstrates:
1. Need for a special
program.
2. A majority of
characteristics of gifted
students according to a
standard scale or checklist
3. Superior intellectual
development as measured
by an intelligence
quotient of two (2) standard
deviations or more above
the mean on an
individually
administered standardized
test of intelligence.

Plan B
Member of an underrepresented groups are
defined as groups:
a. Who are limited English
proficient, or
b. Who are from a low socioeconomic status family.
Criteria defined by individual
school districts

Steps in the Identification Process

Checklists and
inventories
Review records of
student performance
Academic or
intelligence tests
Ability or potential
in leadership,
motivation,
academic
performance, and/or
creativity

GENERAL
SCREENING

Assessments for Identifying Gifted

Learners
Assessment

Purpose

Ravens Standard
Progressive Matrices

A non-verbal assessment tool measuring

ability to form perceptual relations.

The Renzulli Scale

Identify student strengths in the areas of

learning, motivation, creativity, leadership
Identify student (preschool and K)
strengths and giftedness in the areas of
intellectual, academic readiness,
motivation, creativity, artistic talent

Gifted Rating Scale

Identify student (grades 1-8) strengths
and giftedness in the areas of intellectual,
academic, motivation, creativity,
leadership, and artistic talent
Kaufman Brief
Intelligence Test (K-

Assesses verbal and nonverbal

intelligence.

Abstract Reasoning
Sreening Tools
Ravens
Standard
Progressive
Matrices
Untimed
60 items

Developmental
Assessment
Kaufmann Brief Intelligence Test
K-BIT

Purpose
Obtain a quick estimate of intelligence
Ages 4-90
20 minutes

Estimate an individuals verbal versus nonverbal

intelligence

Two Distinct Abilities

Verbal Scale

Nonverbal Scale/ Matrices

Measure a persons

Solve novel problems

knowledge of word
meanings

Emphasizes inductive
Verbal concept formation,
reasoning ability, and
range of general
information.

reasoning and visual

processing

Taps executive
functioning to solve
problems

Item 6

Item 60

Riddles

Riddles

Sample A

Matrices Item 21

Matrices Item 39

Pfeiffers Gifted Rating Scale

Intellectual AbilityIntellectual ability refers to the childs verbal and/or nonverbal
mental skills, capabilities, or competence. Aspects of
intelligence measured by this scale include abstract learning,
problem solving, reasoning, mental speed, and memory.
Below Average

Average

Above Average

1. Solves
problems
quickly

6. Understands
complex
information or
abstract ideas.

7. Answers
questions in
detail, with
extensive

Gifted Rating Scale

Academic abilityAcademic ability refers to the childs skills in dealing with
factual and/or school related material. Advanced readiness for
and/or proficiency in reading, math, and other aspects of the
early childhood curriculum are indicative of Academic Ability.
Below Average

Average

Above Average

2. Completes
academic work
correctly

6. Excels in
one or more
subject areas.

10. Asks
relevant
questions to
learn more
about a topic.

Gifted Rating Scale

CreativityCreativity refers to the childs ability to think, act, and/or produce
unique, original, novel or innovative thoughts or products.
Creativity can be expressed in a variety of ways: how a child
solves problems, experiments with new ideas, and/or plays
imaginatively.
Below Average

Average

Above Average

2. Approaches
the world as a
scientist or
explorer.

9.
Demonstrates
original
thinking.

11. Takes
creative risks,
comfortable

Gifted Rating Scale

Artistic TalentArtistic Talent refers to the childs potential for, or evidence of, ability
in drama, music, dance, drawing, painting, sculpture, singing, playing
a musical instrument, and/or acting. Artistic Talent can be expressed
in a variety of ways: how a child approaches play activities, completes
assignments, and/or works with art supplies or artistic media.
Below Average

Average

Above Average

5.
Demonstrates
knowledge of
the arts.

8. Provides
detail and/or
elaboration in
artistic work.

10. Expresses
emotions
effectively in

Gifted Rating Scale

Sample Questions
LeadershipLeadership refers to the childs ability to motivate people toward a
common goal. Leadership includes the following behaviors: listening
well, acting responsibly, staying calm, and unruffled during
disagreements among peers, and inspiring the trust and cooperation
of others.
Below Average

Average

Above Average

3.
Demonstrates
good social
judgment.

6. Motivates
others.

11. Takes
charge,
assumes a
leadership role

Gifted Rating Scale

MotivationMotivation refers to the childs drive or persistence, desire to succeed,
tendency to enjoy challenging tasks, and ability to work well without
encouragement or reinforcement. Motivation is not typically identified as a
type of giftedness, but rather viewed as the energy that drives the child to
achieve. Motivation can be observed in a variety of contexts, such as when
working on academic tasks or artistic endeavors.

Below Average

Average

Above Average

1. Shows pride
in work.

8. Sets
challenging
goals.

11. Persists on
tasks even
when initial
efforts are not
successful.

Steps in the Identification Process

REFERRAL

ELL or Low SES student

IQ 1 standard deviation
above the mean

Student demonstrates
giftedness
Evidence of superior
intellectual
development and
potential
Evidence of
demonstrated ability in
leadership, motivation,
academic performance,
and/or creativity

Meets two out of three

criteria:
75th percentile or greater
in reading or math
achievement
Majority of gifted
behavior from district
checklist
10 out of 16 on student
work samples
Need for the program

ELIGIBILITY
DETERMINA
TION

Blooms Taxonomy
Typical Leaner
Gifted Learner

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Ste
p
1
2

Processes for differentiation of the

ELA CCSS

Accelerate by standard and/or grade

Differentiate activities and questions, using complexity

and creativity as criteria

Create interdisciplinary product demands across

standards

Add writing activities, based on selected texts, calibrated

to writing CCSS
Add project specifications, calibrated to speaking and
listening CCSS
Add presentation guidelines, as above

Integrate reading, writing, speaking and listening CCSS

standards whenever possible in the differentiation
process.
Create model activities and question sets at each
relevant grade level cluster.

Examples of Differentiated Task Demands:

Gift of the Magi

Differentiating CCSS English Language Arts

33

Select
CCSS-ELA
Standard

Plan
learning
experiences
for typical
students

Plan
learning
experiences
for gifted
students

Select Standard

CCSS-ELA RL 5.3.
Compare and contrast two or
more characters, settings, or
events in a story or drama,
drawing on specific details in
the text (e.g., how characters
interact).

CCSS-ELA RL 5.3.
Typical Learner

Gifted/Advanced
Learner

Text

Text

Discussion

Discussion

Writing

Writing
Pre-Reading
Speaking and
Listening

Typical
Learner
Read

Gifted/Advanced
Learner
Read

Gift of the Magi

(Henry, 1992)

Discussion

Gift of the Magi

(Henry, 1992)

Discussion

Discussion Questions Gift of the Magi

Typical Learner
1. Who are the main
characters in this story?

2. How do these characters

interact with each other
in this story?

3. Based on these
interactions, how would
you describe their
relationship?

4. What is the authors

purpose in telling this
story?

Gifted/Advanced Learner
1. How would you describe Dellas
feelings for Jim? Jims feelings for
Della?

2. How would you describe their

relationship based on your
knowledge of them before they
come together at the end of the
story?

3. How did each character respond

to the gifts?

4. What assumptions does each

character make about the other?

More Discussion Questions For

Gifted/Advanced Learners
How did the author maintain suspense about the plot in
this story?
How would the story have been different if told from one
characters point of view?
What is the guiding message this author wished to
convey by telling this story?
In what ways are these characters foolish?
What are the symbols in this story, and what do these
represent?
How is irony embedded in this story, and what is its
effect on the ending?

Typical
Learner
Read

Gifted/Advanced
Learner
Read

Gift of the Magi

(Henry, 1992)

Gift of the Magi

(Henry, 1992)
Pre-reading Writing

Discussion

Discussion

Pre-Reading Writing Gift of the Magi

Gifted/Advanced Learner
Describe gift giving and receiving. Indicate
your view on the giver and receiver. Develop
a persuasive essay describing a few main
points to support your belief.

Typical
Learner
Read Gift of the Magi
(Henry, 1992)

Gifted/Advanced
Learner
Read Gift of the Magi
(Henry, 1992)

Pre-reading Writing
Discussion

Discussion

Writing

Writing
Speaking and Listening

Writing
Typical Learner

Gifted/Advanced Learner
1. Research the spending habits of

1. Develop an alternate

reporting of this story

that illustrates how the
story would be changed if
the story was told from
the point of view of one of
the characters.

Americans around recent

holidays and compare these
habits to those of other cultures
over the last 5 years.

2. Select an aspect of spending to

consider and report to

classmates:
a) US spending trends compared
to other countries

b) Types of holiday spending

c) Spending habits of men
d) Spending habits of women

Typical
Learner
Read Gift of the Magi
(Henry, 1992)

Gifted/Advanced
Learner
Read Gift of the Magi
(Henry, 1992)

Pre-reading Writing
Discussion

Discussion

Writing

Writing
Speaking and Listening

Speaking and Listening Gift of the

Magi
Gifted/Advanced Learner
Speaking/Listening
Develop a presentation to the class and provide information about one aspect of these
habits to share with classmates.

Evaluate the trends in spending or habits and illustrate using graphic presentation software.

CCSS.ELA-Literacy.Speaking/Listening 7.4: Present claims and findings, emphasizing

salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.Speaking/Listening 7.5: Include multimedia components and visual
displays in presentations to clarify claims and findings and emphasize salient points.

Differentiation Considerations

Abstract thinking about the human condition;

Development of a well-supported persuasive argument in an
essay;

Product development and presentation for an authentic

audience;

Consideration of literary devices;

Infusion of multiple language arts standards;
Interdisciplinary research;
Out-of-level objective (above level);
Choice provided in selection of topic for reporting to classmates;
Evaluation of trends and illustration through technology; and
Communication using images generated via technology.