Bright Child | Gifted Learner |
knows the answers | asks the questions |
is interested | is highly curious |
is attentive | is mentally and physically involved |
has good ideas | has wild, silly ideas |
answers the questions | discusses in detail, elaborates |
top of the group | beyond the group |
listens with interest | shows strong feeling and opinions |
learns with ease | already knows |
6-8 repetitions for mastery | 1-2 repetitions for mastery |
understands ideas | constructs abstractions |
enjoys age peers | prefers adults |
grasps the meaning | draws inferences |
completes assignments | initiates projects |
is receptive | is intense |
copies accurately | creates a new design |
absorbs information | manipulates information |
technician | inventor |
good memoriser | good guesser |
enjoys straightforward, sequential presentation | thrives on complexity |
is alert | is keenly observant |
is pleased with own learning | is highly self-critical |
Characteristic |
Positive behaviours |
Negative behaviours |
Highly curious |
· asks lots of questions · inquisitive · remembers details |
· asks inappropriate questions · poor group participant · easily diverted from task |
Abstract thinker |
· makes generalisations · tests out ideas |
· questions others · questions authority |
Flexible thinker |
· employs variety of strategies to work something out |
· manipulates people and situations by using a variety of strategies |
Clever use of humour |
· enjoys 'adult' humour · gets teachers' jokes! |
· uses humour at the expense of others |
Superior Vocabulary |
· heightened involvement in discussions · enjoys adult-like discussions |
· may be bossy or overbearing when working with others |
Advanced Reading |
· reads widely · advanced vocabulary and comprehension |
· reads constantly · neglects peer interaction and work-prefers to read |
Retention of knowledge; fast learner |
· moves beyond core content and skills quickly · detailed recall of facts |
· rushes work, then disrupts others · monopolises class discussions |
Long attention span |
· concentrates and focuses on an area of interest for a long period of time |
· easily distracted unless the task is an area of passion or interest |
Independent |
· self-directed · focused on task in research or study |
· reduced involvement in discussion or group work · uncooperative in a group |
High level of responsibility and commitment |
· sets attainable goals · learns to accept own limitations · tolerant of peers in a group |
· self-critical · perfectionist when completing tasks · sets unrealistic expectations for other group members |
Strong feelings and opinions |
· listens to others · shows concern and interest · considers others' points of view · aware of others' feelings |
· speaks out and lacks tact · overreacts to others comments and reactions · confrontational |
Strong sense of justice |
· wants to 'save the world' · stands up for other children whom they think have been poorly treated · empathises with those less fortunate |
· argues the rules in games eg handball · frustration when others don't play exactly by rules · asks older children or adults to solve issues seen as ‘unfair' |
Original and creative |
· comes up with ideas 'out of the box' · sees problems as a whole · connects thoughts and feelings |
· unaccepting of the status quo · absent minded or daydreamer · asks unrelated questions · disorganised |
High energy level |
· wide variety of interests · organises time well · high level of individualised learning |
· often difficult to live with · may appear hyperactive · easily bored so seeks out new things to explore |
Immersion learner |
· wants to know everything about a topic · becomes an expert on a topic by reading widely or talking to people |
· shows off knowledge to prove others wrong · focuses on topics of interest to them, at the expense of classroom work |