Remember the bell curve? There are so many levels of intellectual giftedness, but we have to be very aware of exceptionally gifted kids so we don't lose them.
There are certain gifted characteristics some children have that certainly put them on a different academic level than others. As well, current studies on brain research and learning support instructional strategies to benefit these students.
Sometimes teachers like to say that all of their students are gifted, but the reality is that some students truly do have higher levels of intelligence than their peers.
Students with at least two standard deviations above the mean are considered to be intellectually gifted. This is different than having a specific academic talent or being a highly creative thinker.
These students show a wide range and deeper depth of general knowledge that other children.
They also have higher-order thinking skills, use complex vocabulary and can reason out abstract problems.
There are four general levels of intellectual intelligence that are currently recognized and these levels are based on a general IQ score.
Think about it like this: most people's IQ falls in the range of 85-125. 85 would indicate a lower than average intelligence. 120 is where we find our high achievers - not really gifted, but they do very well in school and life.
Beyond the 125 mark is where our students with gifted characteristics are. Their need to receive differentiated instruction, such as differentiated math instruction.
|Level of Intelligence||Characteristics||Educational Options|
|Moderate (125-144)||Generally cooperative
|Advanced and enriched work
Challenges within content
|Highly (145-159||May resist typical expectations
|Exceptionally (160-179)||Reading 3-5 years above grade level
May fixate on one interest
Has few friends
|Profoundly (180+)||Ability to finish pre-college academics by 10-12 years
Can achieve at highest levels
Counseling is imperative
"Being gifted is like having a really nice car. Our challenge is to help all educators...to become sensitive to the diversity of the gifted so their cars can safely enter the high-speed freeway of learning."
Kingore, Bertie. <it>Tempo</it>, Texas Association for the Gifted and Talented, Vol. 17, Num. 2 (pp.1,6), Spring 1997.