Identifying Gifted and Talented Students at BBA
Who is a ‘Gifted’ or ‘Talented’ student?
What Gifted and Talented means will be vary depending on the subject area. Gifted and Talented will not look the same in different learning teams, so identifying G & T students is a matter for the professional judgement of class teachers and team leaders.
What ‘Gifted and Talented’ isn’t:
- A student who simply works really hard and applies themselves.
- A student you really like.
- A student who is really well behaved.
A G&T student may display all of these characteristics, but on their own they are not sufficient. Likewise, a student could be considered to be Gifted or Talented despite being disruptive or lazy. Gifted and Talented students MUST show signs of being exceptionally able at a particular discipline and these are categorised thus:
A. Intellectual (Maths, English, Science, Geography, History, Languages)
B. Artistic/Creative (Art, Drama, Music)
C. Practical (Technology)
D. Physical (PE)
F. Not presently reaching potential but could be G &T
Once we identify a student as G&T and report on this, the student cannot be removed from the register. It is therefore vitally important that our identification is accurate and precise.
Below is a General Checklist – non subject specific – of certain traits or characteristics that may be displayed by a student in order to be considered Gifted or Talented. It comes from a document by the National Council for Curriculum and Assessment, Republic of Ireland. A student does not need to fulfil all of these criteria; it is a matter of professional judgement. Some Learning Teams will also have their own checklists for identifying G&T students in their subject areas. As G&T looks different according to subject areas, this is good practice. TheGeneral Checklist for identifying exceptionally able students across the curriculum is as follows:
|Exceptionally able students may:|
|Be able to pose problems and solve ingeniously||Show good insight into cause-effect relationships|
|Easily grasp underlying principles and need the minimum of explanation||Quickly make generalisations and extract relevant points from complex material|
|Have mental speeds faster than physical capabilities and so are often reluctant to write at length||Prefer to talk rather than write and often talk at speed with fluency and expression|
|Be reluctant to practice skills already mastered, finding such practice futile||Have exceptional curiosity and constantly want to know why|
|Be inventive and original when interested||Ask searching questions which tend to be unlike other students’ questions|
|Often see the unusual rather than the convention relationships||Possess extensive general knowledge, often know more than the teacher and find usual reference books superficial|
|Display intellectual playfulness, fantasise and imagine and be quick to see connections and to manipulate ideas||Read rapidly, retain what is read, and recall detail|
|Listen to only part of the explanation and appear to lack concentration or even interest but always know what is going on||Have advanced understanding and use of language but sometimes be hesitant as they search for and use the correct word|
|Leap from concrete examples to abstract rules and general principals||Have quick absorption and recall of information, seem to need no revision and be impatient with repetition|
|Be keen and alert observers, note detail and be quick to see similarities and differences||See greater significance in a story or film and continue the story|
|See problems quickly and take the initiative||Jump stages in learning and often be frustrated by having to fill in the stages missed|
|Become absorbed for long periods when interested and may be impatient with interference or abrupt change||Persist in completing activities when motivated|
|Often set very high personal standards – be perfectionists||Criticise constructively, even if sometimes argumentatively|
|Want to adapt and improve institutions, objects, systems e.g. can be particularly critical of school||Be philosophical about everyday problems and common sense issues|
|Be perceptive in discussion about people’s motives, needs and frailties||Daydream and seem lost in another world|
|Show sensitivity and react strongly to things causing distress or injustice||Often take a leadership role|
|Empathise with others and be very understanding and sympathetic||Have a keen sense of humour in the unusual and be quick to appreciate nuances and hidden meaning|
|Express their own feelings||Attribute ideas to others|
|Be self-effacing||Reflect on their own performance|
|Give inventive responses to open-ended questions||Be confident and competent|
|Be unwilling to accept authoritarian pronouncements without critical examination and want to debate and find reasons to justify the why and wherefore||Be more than usually interested in ‘adult’ problems such as important issues in current affairs (local and world) evolution, justice, the universe etc.|
|Appreciate verbal puns, cartoons, jokes and often enjoy bizarre humour, satire and irony|