Apa karakteristik?
Ciri-ciri umum yg dominan / menonjol yg muncul
/ dpt ditemui / melekat pada suatu kelompok
tertentu.
Sifatnya kecenderungan
Ciri-ciri kelopok dpt dilihat dr dimensi-2nya
KARAKTERISTIK
Ciri-ciri kelopok dpt dilihat dr dimensi-2nya
Semua ciri-ciri umum blm tentu dpt ditemui pd
bagian/sub kelompok atau pd semua individu
dlm kelompoknya. Kenapa?
- sub
menunjukkan adanya perbedaan / sub
kelompok
kelompok yg lebih kecil.
KAJIAN KARAKTERISTIK
GENERA L
ANAK BERBAKAT
KOGNI TIF
SOSIAL KEPRIB
Mengenali individu atau kelompok
Mengelompokkan orang
Mengenali dan memenuhi kebutuhan-2nya
Mengantisipasi dampak negatif yg mungkin
Mengantisipasi dampak negatif yg mungkin
timbul
1. Good problem solving/ reasoning abilities
2. Rapid learning ability 3. Extensive vocabulary 4. Excellent memory 5. Long attention span
14. Preference for older
companions
15. Wide range of interests 16. Great sense of humor
17. Early or avid reading ability 18. Concerned with justice,
5. Long attention span 6. Personal sensitivity 7. Compassion for others 8. Perfectionism
9. Intensity
10. Moral sensitivity 11. Unusual curiosity
12. Perseverant when interested 13. High degree of energy
18. Concerned with justice,
fairness
19. At times, judgment seems
mature for age
20. Keen powers of observation 21. Vivid imagination
They learn more quickly
They ask searching questions
They challenge accepted theories
They are autonomous learners
They are autonomous learners
Divergent thinkers – they look for the unusual
They often display a keen sense of
humour
Very high level readers with extensive
vocabulary
Learn faster than regular students
Ask high level questions
Very creative
Very creative
Relate well with intellectual peers (older kids
or adults)
Early learners with high energy
Fast mental processing
Long attention spans
Can conceptualize and synthesize
Rockyview Action for Gifted Children 10
Can conceptualize and synthesize
Can make mental abstractions easily
May ignore details
Evaluates facts, arguments & people critically
Impatient, perfectionist
Creative, inventive & original
Emotionally & morally intense
Rockyview Action for Gifted Children 11
Emotionally & morally intense
May be self-critical and skeptical
Personality
Insightfulness Intensity
Sensitivity/Empathy Need to Understand
Intellectual
Capacity for reflection Passion for Learning Early Moral Concern Complex Thought Processes Exceptional Reasoning Ability Divergent Thinking/Creativity Need to Understand
Non Conformity Perfectionism
Acute Self-Awareness
Need for Mental Stimulation Excellent Sense of Humor Need for Precision/Logic Questioning Rules/Authority Perseverance
* Get bored with routine tasks.
* Resist changing away from interesting topics or activities. * Be overly critical of self and others, impatient with failure,
perfectionistic.
* Disagree vocally with others, argue with teachers.
* Make jokes or puns at times adults consider inappropriate. * Make jokes or puns at times adults consider inappropriate. * Be so emotionally sensitive and empathetic that adults
consider it over-reaction, may get angry, or cry when things go wrong or seem unfair.
* Ignore details, turn in messy work.
* Reject authority, be non-conforming, stubborn.
* Dominate or withdraw in cooperative learning situations. * Be highly sensitive to environmental stimuli such as lights
have an ability to differentiate patterns at an early age. have a high level of language development and verbal ability.
have unusually varied interests and curiosity. are goal directed with long attention spans.
have heightened self-awareness and ability to be have heightened self-awareness and ability to be independent.
have an idealism and sense of justice, which appears at an early age.
have unusual sensitivity to the expectations and feelings of others.
have high expectations of themselves and others.
Language development
Reading ability
Subtle/mature sense of humor
Sense of justice/fairness
Sense of justice/fairness
Difficulty understanding responses of age peers
Intense immersion in one subject of
Highly creative fantasies
Imaginary friends, worlds described in detail
Independent, prefers individual work
First-borns and only children more likely to be
identified as gifted, as are children of gifted parents Visual-spatial learners more prevalent among gifted population than auditory-sequential
Approx. 1/6 of gifted children have some sort of Approx. 1/6 of gifted children have some sort of co-morbid learning disability
ie. Dyslexia, ADHD, Central Auditory Processing Disorder Giftedness can mask these disorders and depress IQ
More likely to be introverted than general population
Asynchronous development
May be advanced in one or more areas and behind in May be advanced in one or more areas and behind in another
▪ Often seen in social situations, for example
▪ Exacerbated by heightened emotional intensity often found in
gifted children
Dabrowski’s Theory of Positive Disintegration
“Overexcitabilites”
▪ Psychomotor
▪ Often diagnosed as ADHD
▪ Often diagnosed as ADHD
▪ Sensory
▪ Imaginational ▪ Emotional
▪ Intellectual
Gifted students are the most heterogeneous
group to study because they can vary the
most on the most variables
(Siswa berbakat adalah kelompok paling heterogen
(Siswa berbakat adalah kelompok paling heterogen
Originate from characteristics of the
individual
Examples in Gifted Students:
Overexcitabilities Overexcitabilities
Asynchronous Development Perfectionism
Emerge as by products of the interaction of
characteristics of the child with the
environment
Example in Gifted Students:
Example in Gifted Students:
Pemecahan masalah baik / penalaran kemampuan
Kemampuan belajar cepat Ekstensif kosakata
Excellent memori
Panjang rentang perhatian
Memilih teman yg lbh tua Berbagai kepentingan Rasa humor
Awal atau gemar kemampuan membaca
konsen pd keadilan, kejujuran Panjang rentang perhatian
Personal sensitivitas kasihan pd orang lain Perfeksionisme
Intensitas / hebat/semangat Kepekaan moral
Keingintahuan yg tdk biasa ketekunan ketika tertarik Energi tinggi
Ajukan Ajukan pertanyaan yang memiliki
jawaban
Kosa kata sesuai dengan tahapan
perkembangan belajar)
(Pelajari kosakata yang tidak sesuai
Perfectionism Isolation
Underachievement
vs. Selective Achievement
Impostor Syndrome Impostor Syndrome Masking Abilities
Delinquency Depression Anxiety
Bored and restless with flashes of brilliance or interest
High quality oral work but poor written work
Poor test results but asks searching questions Poor test results but asks searching questions Dislike of routine work – often unfinished
Disruptive behaviour in some lessons but not in others where work is challenging
Low self esteem or highly self critical Low self esteem or highly self critical
Hostile to authority and able to articulate this High Non Verbal CAT score but lower average
Potential Strengths:
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Gifted Females
Pressure to pursue traditionally female occupations
▪ Nursing, teaching, etc. ▪ Nursing, teaching, etc.
Discouraged from interest in math and science Receive less feedback and called on less often in classroom settings
Gifted Males
Pressure to participate in traditionally male activities
Gifted African-American Students
“Acting White”
Nigrescence Theory
▪ Pre-encounter ▪ Encounter
▪ Encounter ▪ Immersion ▪ Internalization ▪ Commitment
Different Learning Styles Lack of role models
Gifted Hispanic Students
Underrepresented in gifted programs Assessment tools often culturally biased
Teachers less likely to refer for gifted testing Mismatch in learning/teaching styles
“Acting White”
Stereotype threat
Highly creative individuals
Psychologically vulnerable
Difficult for schools to meet creative needs Strong feelings of isolation
Gifted/LD Children
“Twice Exceptional”
Giftedness masking LD
Biggest problem is assessment
Success found in programs that emphasize talents and development of compensatory skills;
Gifted/ADHD Children
Strong overlap with “high creativity” Misidentification/Lack of identification
▪ Both as gifted and as ADHD
ADHD medication may temper creativity Peer Rejection
Specific Talents
Musician, athlete, actor, science, math, etc. Parental/guardian support is crucial
Extracurricular involvement to permit talents to develop
▪ Summer programs, speech/debate, model gov’t, etc.
