Characteristics of the Gifted Learner Date Abstract Using your research notes and your graphic organizer as the content outline, the current paper is hereby written using the following prompt as the focus of work: (1) Using two constructive and two non-constructive characteristics of the Gifted Learner, a definition of the characteristics and discussion of their impact on instruction would be presented; (2) a notation of how these characteristics can impact the classroom and either promote or hinder effective instruction would be proffered; and finally, (3) a determination of what can be done as a teacher of gifted students to promote their interest and enhance…
The discourse presented by the National Association for Gifted Children (NAGC) defines gifted students according to one which is stipulated in the Elementary and Secondary Education Act, to wit: “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities” (National Association for Gifted Children, 2008, par. 1). With manifested innate and extraordinary talents and skills, these gifted students need academic interventions that would further develop their capabilities to maximum levels. In this regard, the current essay would use two constructive and two non-constructive characteristics of the Gifted Learner from the graphic organizer and provide definitions of the characteristics and a discussion of their impact on instruction. ...
Constructive Characteristics Gifted learners have generally manifested characteristics which could be grouped according to: “(a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential)” (Johnsen, 2006, par. 6). From among the constructive characteristics of gifted learners, two would be expounded in the current paper: (1) they may show keen powers of observation and a sense of the significant; they have an eye for important details; and (2) they often have a large storage of information about a variety of topics, which they can recall quickly. Keen powers of observation, the ability to sense the significant details and possessing an eye for important details fall under exemplary intellectual ability. Appendix A shows details of general intellectual abilities of gifted learners which are products of diverse researches from different scholars. From the list enumerated by Johnsen (2006), the following parallels showing keen powers of observation and focus on significant and important details, in addition to their ability to store and recall large amounts of information: Has an extensive and detailed memory, particularly in an area of interest. Is able to identify the important characteristics of new concepts, problems. Has a broad base of knowledge—a large quantity of information. Understands abstract ideas and complex concepts. Observes relationships and sees connections. Works conscientiously and has a high degree of concentration in areas of interest. ...
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“Charateristics of the Gifted Learner Essay Example | Topics and Well Written Essays - 1000 Words”, n.d. https://studentshare.net/education/46032-charateristics-of-the-gifted-learner.
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