High Achiever, Gifted Learner, CreativeThinker

Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness. High-achieving students are noticed for their on-time, neat, well-developed, and correct learning products. Adults comment on these students' consistent high grades and note how well they acclimate to class procedures and discussions. Some adults assume these students are gifted because their school-appropriate behaviors and products surface above the typical responses of grade-level students. Educators with expertise in gifted education are frustrated trying to help other educators and parents understand that while high achievers are valuable participants whose high-level modeling is welcomed in classes, they learn differently from gifted learners. In situations in which they are respected and encouraged, gifted students' thinking is more complex with abstract inferences and more diverse perceptions than is typical of high achievers. Szabos, J. (1989).

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Deduction & Induction « PreviousHomeNext » In logic, we often refer to the two broad methods of reasoning as the deductive and inductive approaches. Deductive reasoning works from the more general to the more specific. Sometimes this is informally called a "top-down" approach. National Association for Gifted Children Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures. Even within schools you will find a range of beliefs about the word "gifted," which has become a term with multiple meanings and much nuance. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and social-emotional functions can develop unevenly. Some gifted children with exceptional aptitude may not demonstrate outstanding levels of achievement due to environmental circumstances such as limited opportunities to learn as a result of poverty, discrimination, or cultural barriers; due to physical or learning disabilities; or due to motivational or emotional problems. This dichotomy between potential for and demonstrated achievement has implications for schools as they design programs and services for gifted students. NAGC does not subscribe to any one theory of the nature of human abilities or their origins.

Fluid and crystallized intelligence Fluid intelligence or fluid reasoning is the capacity to reason and solve novel problems, independent of any knowledge from the past.[2] It is the ability to analyze novel problems, identify patterns and relationships that underpin these problems and the extrapolation of these using logic[citation needed]. It is necessary for all logical problem solving. Fluid reasoning includes inductive reasoning and deductive reasoning. Crystallized intelligence is the ability to use skills, knowledge, and experience. It does not equate to memory, but it does rely on accessing information from long-term memory[citation needed]. Characteristics and Behaviors of the Gifted Characteristics of Gifted Children Identifying The Gifted Recognizing the Characteristics of Gifted Children General Behavior Characteristics Learning Characteristics Creative Characteristics

GIFTED 101 What is giftedness? The hallmark of giftedness is abstract thinking ability. Those who are gifted learn more and learn faster; they remember more and make more original connections compared to those in the normal range. Those who are gifted also have a depth of feeling with levels of intensity. Some gifted children are high achievers, but not all. Underachievement can be the result of a poor fit between school curriculum and the gifted student.