Let's Talk About GT-ness

What is your own definition of giftedness? Who comes to mind when you think of gifted individuals? Jot down your definition, then compare it to the information here or what you find online.  Why does a definition of giftedness matter? According to Jim Delisle, “The concept of giftedness is not limited to high intellectual ability.  It also comprises creativity, ability in specific academic areas, ability in visual or performing arts, social adeptness, and physical dexterity.” (Delisle, 17)  

The Texas state definition for gifted talented students states: 

“A gifted/talented student is a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who

• exhibits high performance capability in an intellectual, creative, or artistic area;

• possesses an unusual capacity for leadership; or

• excels in a specific academic field. (Texas Education Code §29.121)”

I would imagine many states have something similar. How do states other than your own define gifted and talented? Contrary to what many people (including many educators) think, being in GT services is not a privilege or some sort of “award”.  Gifted children are amazing, but in addition to that, giftedness presents an educational need.  Gifted services are not something that should be withheld as punishment or used as a reward for performance.  I have seen both parents and teachers want to withhold services because of bad grades or behavior. That is comparable to taking someone's glasses away as punishment. Students need services to meet their unique needs...all students need their education needs met. Even though in some circles it may be a status symbol to have a child labeled as gifted, it is not a social club. The other side of that coin is that parents and students should not feel inferior if a student is denied services. We need to spread the word, that GT services fit an educational need, and if that need isn't there, then services aren't what is best for that student. I’ve had many parents inquire as to how they “sign up” their student to be in GT classes. It's okay to ask that question, but we also need to educate parents in our schools about when GT services are necessary and not necessary. A need to educate a community about giftedness should be met with interaction and readily available information.

An educational need for gifted services should be decided though various data collection and assessment. Services should be based on that educational need for differentiated, unique instructional, social/emotional activities.  In our district, we focus on critical thinking, research, communication, and creativity in order to meet the needs of our gifted students. 

Some kids think it’s not cool at all to be gifted, and as a result, they try to mask their abilities. Research has proven that kids as young as kindergarten may begin to mask their abilities in order to fit in.  Teaching GT students about who they are as gifted individuals will give them tools to overcome any stigma they perceive about their own giftedness. We want them to feel confident in who they are and hone and strengthen their abilities. Most states require that gifted students be allowed to work with their intellectual peers because it benefits them both academically and socially, which is why they should be together with other GT students for at least part of their day.    

I’d like to think that our gifted students are having their needs met through the GT services offered in our district, and I hope your district offers services as well.  It makes me happy that finally many students are receiving attention, challenge, and are hopefully enjoying GT time with their gifted peers!

Jim Delisle says, “...students have a right to education designed for their level of ability.  With few exceptions, they cannot and do not find their way on their own.” (Delisle 25)

The purpose of our GT time at school is to meet those enrichment or intervention needs for our kids. One of the myths that exists is that gifted students will succeed in life no matter what.  We all have to work together as their advocates and support systems.  Just like other myths and stereotypes that exist about our gifted students, this one is one of the most prevalent in my experience.  While we do have many very successful GT students in our district, many will falter without encouragement, nurturing, and training in how to cope with their exceptionalities.  I am encouraged every day when I see kids’ joy and smiles as we meet together.  I always tell them that they don’t have to be best friends with all other GT kids...but a family supports one another, and that’s what I encourage them to do. 

What are you doing to meet the needs of your advanced and gifted learners? Your definition of giftedness matters. It matters because it affects how you teach your advanced learners and how you perceive them. Is your classroom one that is under extreme pressure to focus solely on RTI? I know classroom teachers are desperately trying play catch up after the shut downs and inconsistencies COVID has created in our education systems. The learning gaps have become canyons. Please, please don't leave your gifted learners out of the intervention and enrichment times. We cannot afford to lose them. There are so many amazing resources at our fingertips that do not require a great deal of preparation. I challenge you to find a couple of things (such as Socratic Seminar or Genius Hour, for examples) in this new year to challenge and enrich the gifted learners in your classroom and in your school.

                                                                                                

Delisle, J. R., Galbraith, J., & Espeland, P. (2002). When gifted kids don't have all the answers: How to meet their social and  emotional needs. Free Spirit Publishing.