Gifted, High-achieving, or Creative?
Identifying Your Students
| A High Achiever… |
A Gifted Learner… |
A Creative Thinker… |
| Remembers the answers |
Poses unforeseen questions |
Sees exceptions |
| Is interested |
Is curious |
Wonders |
| Is attentive |
Is selectively mentally engaged |
Daydreams; may seem off task |
| Generates advanced ideas |
Generates complex, abstract ideas |
Overflows with ideas, many of which will never be developed |
| Works hard to achieve |
Knows without working hard |
Injects new possibilities |
| Performs at the top of the group |
Is beyond the group |
Is in own group |
| Needs 6-8 repetitions to master |
Needs 1-3 repetitions to master |
Questions the need for mastery |
| Enjoys the company of age peers |
Prefers the company of intellectual peers |
Prefers the company of creative peers but often works alone |
| Understands complex, abstract humor |
Creates complex, abstract humor |
Relishes wild, off-the-wall humor |
| Enjoys school often |
Enjoys self-directed learning |
Enjoys creating |
| Absorbs information |
Manipulates information |
Improvises |
| Memorizes well |
Guesses and infers well |
Creates and brainstorms well |
| Is pleased with own learning |
Is self-critical |
Is never finished with possibilities |
| Gets A’s |
May not be motivated by grades |
May not be motivated by grades |
| Is able |
Is intellectual |
Is idiosyncratic |
| Completes assignments on time |
Initiates projects and extensions of assignments |
Initiates more projects than will ever be completed |
Kingore, B., Ph.D. (2008). Differentiation: Simplified, realistic, and effective. Professional Associates Publishing: Austin, TX.