UNDERSTANDING CREATIVELY

GIFTED STUDENTS

Created By:

Maria Avery

February 2012

INTRODUCTION This is an online module connected to the

research study Understanding Creatively Gifted Students: Pre-Service Teachers’ Understandings and Professors’ Practices.

This module will cover characteristics of creatively gifted students, identification of creatively gifted students, and how to support creatively gifted students.

There will be a short scenario of a potential student.

A brief quiz will be given at the end of this module in order for the participate to assess their own learning.

CHARACTERISTICS OF CREATIVELY

GIFTED STUDENTS

Section 1:

CREATIVE CHARACTERISTICS Remember: Not all students are alike.

These are just a few common characteristics of creatively gifted students.

Not all of the following characteristics will be present in each child.

You must observe each student with a new view and understanding because of this.

CHARACTERISTICSCreatively gifted students . . .

Think in different ways An example of this is thinking in terms of fantasy

and reality. Think about their work in more than one way

This means that they are able to critique their own work and defend it at the same time.

Talented at solving problems with what is around them If a student needs to fix a broken shelf they can

find a way to do so with the limited about of supplies in the classroom.

CHARACTERISTICSGifted students . . . Are very aware of events going on around

them

Enjoy observing their surroundings

Can be perceived as inattentive They work better on their own schedule, when

they can focus and not be distracted by their surroundings.

Are risk takers They like to push boundaries in order to create

new things.

CHARACTERISTICSGifted students . . . Are not boastful about accomplishments

Thrive on encouragement If too many rewards are used with these

types of students they will become disinterested in school.

Are motivated to learn through own accomplishmentsThe knowledge that they can improve in an

area is what pushes them to learn more.

IDENTIFICATION OF CREATIVELY GIFTED

STUDENTS

Section 2:

IDENTIFICATION Standardized test scores should not be

the only criteria used to identify these students.

Teachers must be able to observe a student’s behavior, work ethic, outcomes of work, and preferences. Analyzing these elements will help a teacher recognize a creatively gifted student.

Teachers need to interact with students to help in identifying creatively gifted students.

IDENTIFICATION When observing a student, a teacher must

complete more than one observation. Several factors can affect a student’s work on any given day. Environmental Factors (classmates, location,

etc.) Student Health Student Attitude Assignments

Teachers should be sure to refer to their counties policies on identifying students for more information.

SUPPORTING CREATIVELY GIFTED STUDENTS

Section 3:

SUPPORT Just like all student types, creatively gifted

students should be offered appropriate support in the classroom.

Creatively gifted students are not all alike. One student may demonstrate creativity in abstract problem solving, while another students excels at artistic tasks.

It is important to note the differences between the students so that they can receive the appropriate support.

SUPPORT The ways in which students are trained

to solve problems, even in elementary classrooms, directly relate to how they will solve them in adulthood.

Therefore starting today, creatively gifted students must be prepared to be the creative problem solvers the world needs. American classrooms are not doing an effective job on this.

SUPPORT The “textbook” way of solving problems,

which American classrooms focus on, does not leave room for discovering “new” ways to solve the problems, look at situations, or even find new problems.

When creative assignments are assigned, they are typically just extra activities and often times they are not required.

SUPPORT Slight adjustments to regular teaching

strategies, such as the ones listed below, can be used with creatively gifted students.

Teachers can use flexible rubrics. Rubric identifies the content to be covered Depth of information expected Other professional criteria (ex. neatness) Means of presenting the information is up to the

student!

Teachers set the standards for classroom learning Teachers set the goal of WHAT to learn, students

can develop HOW to learn it

NON-FLEXIBLE RUBRICPoor

1-2 pointsAverage

2.5-3.5 pointsAbove Average

4-5 points

Spelling and Grammar There are more than 5 spelling and grammar errors present.

There are 3-5 spelling and grammar errors present.

There are less than 3 spelling and/or grammar errors present.

Neatness The project appears to be unprofessional, handwriting is poor, there are stray marks visible, and the project lacks organization.

There are some stray marks, handwriting has room for improvement, organization is acceptable, and the project looks semi-professional.

There are no stray marks, handwriting is neat, looks professional, and is well organized.

Accuracy There is inaccurate information presented.

N/A The information presented is accurate.

Appropriate Presentation Method

The information is not presented in a Power Point.

N/A The information is presented in a Power Point.

Appropriate Topic The information does not support the topic (The History of Tryon Palace).

There is some correlation between the information and the topic.

The information strongly supports the topic (The History of Tryon Palace).

FLEXIBLE RUBRICPoor

1-2 pointsAverage

2.5-3.5 pointsAbove Average

4-5 pointsSpelling and Grammar There are more than 5

spelling and grammar errors present.

There are 3-5 spelling and grammar errors present.

There are less than 3 spelling and/or grammar errors present.

Neatness The project appears to be unprofessional, handwriting is poor, there are stray marks visible, and the project lacks organization.

There are some stray marks, handwriting has room for improvement, organization is acceptable, and the project looks semi-professional.

When appropriate, there are no stray marks, handwriting is neat, looks professional, and is well organized.

Accuracy There is inaccurate information presented.

N/A The information presented is accurate.

Appropriate Presentation Method

The presentation method takes away from the information being given and causes confusion.

The presentation method offers some support to the information being given. There is room for improvement.

The presentation method used supports the information being given.

Appropriate Topic The topic chosen by the student does not relate to North Carolina History.

There is some correlation between the topic chosen and North Carolina History.

The topic chosen by the student strongly relates to North Carolina History.

COMPARING THE RUBRICSNon-Flexible Rubric

The specific topic was given to the students. (History of the Tryon Palace)

The method of presenting the information was given to the students. (Power Point)

Flexible Rubric

The students were given a general topic and then allowed to choose a more specific concept. (NC History)

The students were allowed to pick a presentation method they felt was appropriate for the information.

CLASSROOM LEARNING STANDARDS The teacher determines what content

needs to be covered in the classroomExample- Cell Wall Permeability

The teacher develops a few ways to help students explore the contentExamples- An experiment with eggs,

articles to read, options to complete their own research

The student gets to pick the path they feel will be the most supportive of their learningStudents can share their findings with their

classmates who completed different pathways.

EMMA

Student Scenario:

EMMA Emma is a student in a 7th grade classroom.

Her teacher has noticed that Emma is always concerned about what is going on around her. Emma likes to watch her classmates and seems to have a hard time paying attention during parts of the day. Emma noticed that her schoolmates wasted large amounts of paper each day. She developed the idea that each classroom in the school could have a separate container for paper waste. With the help of the school art teacher, they collected the waste and created new art paper that students made flowers with. They then displayed the flowers around the school in order to beautify the school and raise awareness about recycling. Upon reflection, Emma decided she should have created a handout to give to the classrooms to explain more about the project. When Emma recognizes an area in which she needs improvement, she is intrinsically motivated to learn more. However, her test scores do not qualify her for AIG support.

EMMA Would you identify Emma as a creatively

student? Why or why not? If you would identify her as a creatively

gifted student, how would you help her succeed in English? Math? Social Studies? Science?

Would you do anything to help address the fact that she seems inattentive in class? What would you do?

Would you use these adjustments for all students in your class or just Emma?

QUIZ

Please follow this link to take the quiz associated with this

module.

http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=JZmO88uCjdqHDtEMccGmc9lfWgX%2f%2fCTE4PVE7hHL1lY%3d

REFERENCESCsikszentmihalyi, M. (1997). Creativity: Flow and

the psychology of discovery and invention. New York, New York: Harper Perennial.

Davis, G. A. (2000). Creativity is forever (4th ed.). Dubuque, IA: Kendall Hunt Publishers.

Hennessey, B.A. (2004). Developing creativity in gifted children: the central importance of motivation and classroom climate. The National Research Center on the Gifted and Talented (RM04202).

Smutny, J. F., & von Fremd, S. E. (2009). Igniting creativity in gifted learners, k-6. Thousand Oaks, CA: Corwin Press.

IMAGES Image of “Emma” retrieved from

http://realdealphotography.smugmug.com/Models/Andrena-Hilstock/RDP5810-01web/127435429_EeoSV-L.jpg

THANK YOU!

As the researcher, I would just like to thank you for taking part in this study. I hope you have learned something through your participation and that you will take this new found knowledge with you into your classrooms. Good luck to you all!

Best wishes,Maria Avery