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.

CREATIVE CHARACTERISTICS Being boastful about accomplishments

is uncommon

Thrive on encouragement If too many rewards are used with these

types of students they will become disinterested in school.

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:

SUPPORTING CREATIVELY GIFTED STUDENTS

Section 3:

SUPPORT Just like all student types, creatively

gifted students should be offered appropriate support in the classroom.

We have already seen that the characteristics can vary among creatively gifted students, and so can the type of creativity.

This needs to be noted so that all forms of creativity can be supported, not just the stereotypical forms of it.

SUPPORT The ways in which students are trained,

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

Therefore, creatively gifted students must prepare starting today 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 Most teaching strategies are effective to use

with these students. There may need to be slight adjusts, such as the ones listed below.

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 Students utilize creativity to demonstrate higher

order thinking skills

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. The teacher has also noticed that Emma develops creative solutions to problems and does so by pushing boundaries. When Emma finishes her work she points out things that can improved but can still point out elements she is proud of. When Emma sees that an academic area can be improved, 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 use this 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