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c.w.s.a children with special abilities tauranga intermediate school

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tauranga intermediate school decile 5 school 1245 students 40 classrooms 23 international fee paying students 4 multi media classrooms 4 bilingual classes 4 cwsa classes 20 ble classes

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philosophy to nurture the development of our gifted and talented children so that they are well adjusted have self esteem can relate positively to others perform to their potential are challenged

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who are the gifted i can suck milkshake up my nose and blow it out the corner of my eye but they still won t put me in the gifted class at school

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high achiever vs gifted learner high achiever/bright gifted learner knows the answers interested is attentive has good ideas works hard answers the questions top group listens with interest learns with ease 6-8 repetitions for mastery understands ideas enjoys peers grasps the meaning asks the questions is highly curious is mentally/physically involved has wild silly ideas plays around yet tests well discusses in detail elaborate beyond the group shows strong feelings/opinions already knows 1-2 repetitions for mastery constructs abstractions prefers intellectual peers/adults draws inferences

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high achiever vs gifted learner high achiever/bright gifted learner is pleased with own learning completes assignments is alert is receptive copies accurately enjoys school absorbs information technician good memoriser enjoys straightforward sequential presentation adapted from szabos is highly self critical initiates projects is keenly observant is intense creates a new design enjoys learning manipulates information inventor good guesser thrives on complexity

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to be gifted a child must be 1 of higher intellect 2 display motivation and persistency 3 demonstrate creative ability joseph renzulli · actual · potential

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what are traits of the gifted for every gifted child who displays one particular trait there can be another who displays the exact opposite.

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characteristic learns rapidly and easily observable behaviours memorises and masters basic facts quickly reads many books uses library on own communicates ideas well other behavioural indicators easily bored resists drill disruptive neglects other responsibilities shows off invokes peer resentment reads intensively advanced vocabulary retains a quantity of information long attention span ready recall and responses sticks with a task or project monopolises discussions resists class routine dislikes interruption curious has a variety of interests works independently asks questions is excited about ideas creates and invents beyond set task goes off on tangents little follow through reluctant to work with others

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characteristic alert and observant good sense of humour observable behaviours recognises problems able to laugh at self other behavioural indicators corrects adults plays tricks or makes jokes at the expense of others interferes in affairs of others comprehends recognises relationships able to solve social problems alone high academic achievement does school work well fluent verbal facility forceful with words leads peers in positive ways asserts self and ideas has own sense of uniqueness brags egotistical impatient with others leads others into negative behaviours few friends non-conforming stubborn in beliefs is over-aggressive challenges authority clark 1992 individualistic challenges ideas self-motivated self-sufficient requires minimum direction or assistance

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what are traits of the gifted may be at this stage or at this stage extrovert confident leaders shy introverted and possibly and interact communicate socially inept physically dextrous physically uncoordinated co-ordinated and competitive loath competition excel at logic and reasoning prefer freedom of expression.

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what are traits of the gifted · often think about the world in different ways · may be negative about school poor work habits and motivation can lead to behavioural problems · may lack self esteem struggle to fit in · shy introverted and possibly socially inept · may lack basic and fundamental knowledge and skills · may lack practical and organisational skills

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why have a special c.w.s.a programme?

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nz curriculum ·high expectations ·key competencies ·national administration guidelines

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