I have been refreshing my understanding of what it means to be gifted, how we identify students as gifted, and the considerations when teaching gifted learners. George Betts and Maureen Neihart wrote a great article for the Gifted Quarterly, entitled “The 6 Different Types of Gifted Students” which was published by the National Association for Gifted Children in 1988. It outlines characteristics of six different types of gifted learners. You can read the full article here.
I thought this premise was worth revisiting. While most of us know that all children are different, we often lump gifted students together as a general category in and of itself. Understanding differences in the behaviors, feelings, and needs of gifted students can greatly impact how they learn, and this understanding should guide the type of support that would work best for them.
After years of research and observation, Betts and Neihart suggest that there are actually six types of gifted learners. I’ve briefly described each below and present specific points to keep in mind when instructing these students.
- The Successful
- This is, perhaps, the most common type of gifted learner we see in our schools. These students get good grades and are well liked by teachers and peers. However, they may suffer from boredom and “play the game of school” to get by. They may not believe that they have deficiencies or weaknesses, and they may do as little as possible to earn the grade.
- Consider using a compacted curriculum, an independent study, and time with intellectual peers. Provide opportunities for these students to be challenged to failure without academic penalty. They may need help in finding intrinsic motivation, and developing a growth mindset is imperative.
- The Challenging
- These children are often creative types. They often challenge the system and become sarcastic with adults because they believe their gifts have not been recognized or rewarded. They may develop poor self-esteem and struggle socially.
- Teachers can support these students by allowing mastery of learning to be demonstrated in a number of ways, not just one. Teachers can give these students time to complete tasks creatively and listen to the students explain their divergent thinking. Clear communication and patience are key.
- The Underground
- These students want to hide their giftedness in order to fit in with peers. This shift can occur rapidly and is a result of insecurity and anxiousness.
- Seek to understand these students by listening to them. Give them more choices about their learning paths. You may want to allow these students to take a break from gifted and/or advanced classes, but continue to provide information on career and college preparation.
- The Dropout
- These students are often angry at an educational system that has not met their needs. They view school as irrelevant and are often withdrawn and hostile.
- Special care should be taken with these students. Partnering with mentors who have found success in unconventional ways could help keep the student on a learning path. Counseling is also highly recommended.
- The Double Identified
- These children may have cognitive or physical disabilities and are often overlooked as candidates for gifted programs. Their difficult behaviors and poor performance in specific subject areas may overshadow their gifts.
- It is important to work with all parts of the team to set goals for these children to develop their strengths. This may involve some creative methods for both delivery of content and/or mastery assessment.
- The Autonomous Learner
- Like The Successful, these students find much success in the school system. However, these students are self-starters. Their positive self-concept allows them to create new opportunities for themselves within the school.
- Teachers can help guide these passionate learners in creating their own avenues for learning. Offer a variety of experiences to them. They will likely engage in quite a few!
If you are currently working with middle school students, like me, understanding these profiles is critical. Confusing The Successful for The Autonomous Learner could lead to a lack of learner growth. Identifying The Underground early, may help to prevent a child from assuming the position of The Dropout. Supporting The Challenging may be difficult, but understanding the feelings behind his/her behavior might change the trajectory of his/her learning future. Children change as they learn and grow. It is our responsibility to help them strengthen their gifts as they do so.