Republic of the Philippines

Commission on Higher Education

OAS COMMUNITY COLLEGE
Calzada, Oas, Albay

Subject Code: Prof Educ. 4 (Foundation of Special and Inclusive Education)

Course and Year: BTVTED III A, B , C,D, E, and F __1st __ Semester SY: 2023-24

October 9-14 Module 4

Lesson 1
Lesson Types, Characteristics and Identification of Gifted and Talented Learners
Title
Lesson 1. Define the meaning of of the definition of giftedness
Objectives 2. Identify gifted and talented learners
Opener Introduction
Hello everyone!!! Here we are again for another module. While reading fasten your
seatbelt and have a time to read and answer with cheerful and without hesitation. This
module is now on dealing with different disabilities. This will be in a different module. Get
Ready …. Learners who are gifted and talented also have special needs, which when
not properly addressed, may lead to deleterious consequences. Thus, in order to
maximize their learning, it is important to recognize gifted and talented learners.
Content/s 1. Definitions of Giftedness
2. Importance of Recognizing Gifted Learners
3. Characteristics of gifted learners
4. Profiles of Gifted learners
5. Study the case of Erika: The understanding of gifted Learners
Required Definitions of Giftedness
Readings The term gifted and talented convey different meanings to different people. Even
and among experts of these terms is ambiguous and inconsistent and there is no uniform
Learning definition that is universally accepted as to gifted and talented learners. For uniformity in
Activities terminology, we will refer to gifted and talented learners as “ gifted learners” and we will
refer to the characteristics as “ GIFTEDNESS”

The diverse definitions given to giftedness can be placed under five categories (
Davis et al…} v2014, Stankowski, 1978 )
1. After the fact Definitions- Those who consistently perform outstandingly and
avhieve in a valuable area are considered gifted and talented
2. IQ Definitions – Those who get a score above a certain cutoff point in an
intelligence test are considered gifted and talented. This is one of the most
popularly used definition of giftedness despite of limitation.
a. Its focus on intelligence as traditionally defined ignores creative and and
artistic gifts
b. It does not take into accounts gifts in specific areas
c. It discriminates against disadvantaged students,
d. Students who are just a few points below the current score are automatically
considered as gifted
3. Percentage definition – those who belong to a fixed proportion that a school or
district sets are considered gifted or talented.
4. Talent Definitions – Those who exceed in specific aesthetics ( e.g arts, music,
dance ) or academic ( e.g science, math) are considered giftef or talented
5. Creative Definitions- Those who posses superior abilities are considered gifted or
talented. This creativity is an acceptable selection criterion for giftedness is still
debatable.

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 Characteristics of Gifted Learners
1. A gifted learner are having exceptional reasoning ability, being curious
intellectually, learning quickly, being able to abstractions, having complex thought
processes and vivid imagination
2. A gifted learner also shows early moral concerns, has passion for learning, ability
to concentrate, thinks analytically, creative, haa a keen of Justine and has the
capacity to reflect deeper and capacity to reflect
3. A gifted learner may not always follow the rules, tends to be domineering , and
argumentative, tends to tune out, and it excessively competitive.
4. A gifted learner may be excited very easily; may have a sharp sense of humor;
and usually has tendency to become a compulsive collector.
5. A gifted learner may be interpreted as misbehaviors and may get a gifted learner
into trouble , it is important to recognize that these may be an offshoot of
giftedness.
6. A gifted learner must be properly assessed and must be recognized and met.
7. Personality wise, a gifted learner is insightful.
8. A gifted learner may have a strong need to understand and to be stimulated
mentally.
9. A gifted learner may as well show intensity, perseverance, and have an acute self-
awareness.
10. A gifted learner may exhibit nonconformity, tendency to question rules/ authority,
and become an introvert.

PROFILES OF GIFTED LEARNERS

Betts and Neihart (2004; 2017) did a profiling of gifted, talented, and creative learners
and were able to arrive at six types. These are the following.

1. Type I: The Successful

Most gifted and talented learners fall under this type. This type of learner
discovers what “sells” at home and at school. this learner is a convergent thinker who
learns easily and excels in exams, one who is eager to gain the approval of parents and
teachers and to be liked by peers. This learner also possesses positive self-concept but is
unaware of deficiencies.
2. Type II: The Creative
This learner is divergently gifted. However, it can be challenging when this
learner’s needs are not met. There is a tendency for one to go unidentified, question
authority, and be nonconforming. Due to the little recognition this type of learner
receives, one usually experiences self-esteem issues and is at a high risk for eventual
drop out from school.
3. Type III: Underground
Due to social pressure, this learner may hide giftedness in order to fit in with
non-gifted peer groups. This could lead to a sudden decline in grades, and this learner
may experience conflict between one’s needs and the expectations of one’s parents and
teachers.
4. Type IV: The At-risk
The giftedness needs of these learners have not been met, resulting to
defensiveness and anger toward adults or oneself. This could lead to symptoms of
depression and withdrawal as well as acting out. The learner usually develops interests
that are outside of the school’s regular curriculum and has a poor self-concept.
5. Type V: Twice Exceptional
This learner possesses giftedness at the same time as being physically or
emotionally challenged. Because of learning abilities or poor verbal abilities, this learner

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 is not typically identified as gifted. Since school programs usually do not attend to this
learner’s needs, it could lead to rejected, one being discouraged, frustrated, rejected,
helpless, powerless, or isolated.
6. Type VI: The Autonomous Learner
This learner adapts easily to the school system and can create oneself new
opportunities. This learner has positive self-concept and receives positive attention and
support for ones’ accomplishments. Moreover, this learner receives positive regard from
adults and peers, and is often put at leadership roles. This learner is independent and
self-directed, which is usually the end goal for all learners.

SCREENING TOOL FOR IDENTIFYING GIFTED AND TALENTED LEARNERS

NAME OF STUDENT CHARACTERISTICS
1. Has usually good vocabulary.
2. Has ideas which are often very original in one or
more areas (i.e., block play, free activitie5s, art,
rhythms, and sharing.)
3. Is alert, keenly observant, and responds quickly.
4. Has an unusually good memory.
5. Has a long attention good memory.
6. Recognizes on his/her own some words in books
on the browsing table.
7. Uses longer sentences.
8. Reasons things out, thinks clearly, recognized
relationships, and comprehends meanings.
9. Is curious about many activities; can influence
others to work toward desirable goals.
10. Is a leader in several kinds of activities; is able to
influence others to work toward desirable goals.
11. Has outstanding talent in a special area(s) such as
art, music, rhythms, dramatics (indicate areas(s)
of talents.

EXPLORE

Activity 1: The Case of Erika: The Underachieving Gifted Learner

When Erika was on the 6th Grade, she was often disengaged and was known for
being talkative and causing minor disruptions in classes. She was easily distracted. When
she hears her classmates talking, she could not stop herself from joining the conversation
even if she was not a part of it. Because she finds the pace of learning in her classes too
slow for her, she usually gets bored and would rather daydream, thus missing important
details the teacher has discussed.

At home, Erika likes to read books and surf the internet for information and content
that are advanced from what was being covered in school. She is very enthusiastic to
learn something new and to talk about it. However, when it comes to her homework or
studying for her lessons, she was usually lazy, complaining she already knew these
things. Because of this, Erika usually gets low grades in school.

The following year, Erika transferred to another school. This school uses a
different approach and implements an Independent Learning Program for the students,
wherein they can move at their own pace. The students are given materials covering
various subjects they need to learn. They are also given handouts with a list of tasks and
questions needed to be accomplished, schedule of assessment, and how it will be
assessed. To keep track of the students' work, they have a daily lesson log in which they

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 record the date, subject, and describe the work they have covered. They are also given
time for them to read, to interact with one another, or to do anything else once they are
done with their tasks.

Erika enjoyed this setup very much. She is still very energetic and active in class,
but instead of causing a disruption, it allows her to be more participative and have
meaningful exchange of information through conversations with her classmates. She
easily finishes the tasks that are assigned to her and uses her spare time to learn more
about other topics. Since then, there has been a noticeable change in Erika's performance
in school, as well as her attitude, enthusiasm, and initiative to learn in class.

Activity 1
Please answer the following questions. ( Write

1. What was the attitude shown by Erika in the classroom and at home?
2. Why do you think was Erika underachieving when she was on her 6th grade?
3. How did the change in the approach help Erika perform better in her studies?
4. What factors in the story were helpful and harmful to this character’s giftedness?
5. What were the consequences brought about by these factors to the character?
6. If you were the teacher, what particular strategy or steps will you do? Enumerate
7. As a future teacher, how would you handle students with the same characteristics
as this character?

Activity 2
Defining Giftedness
Type of Definition Definitions Given
After the fact Definition
IQ Definitions
Percentage of Definitions
Talent Definitions
Creativity Definitions
Other Definitions
Evaluation Giftedness Awareness
In order to increase people’s attention about gifted and talented learners, design a
poster in a short size coupon bond that less people know about them. You may use any
materials, and be as creative as you can in capturing people’s attention and in getting
your message across

Prepared by:

JOSE POCHOLO N. GUMBA Noted:

Instructor
JELLY M. FLORES
Program Chair, BTVTED
Recommending Approval:

BELINDA R. SACAYAN Ed.D

Dean, College of Education Approved:
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 NERRY MENDOZA Ed. D
College Administrator

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