| Pondering several items on the original dichotomy, a three-way comparison of a high achiever, a gifted learner, and a creative thinker emerged (Figure 4.2). No column is necessarily mutually exclusive. For example, a high achiever might also be a creative learner, a gifted learner might also be a creative learner, a gifted learner might also be a high achiever, or a student might be all three. The characteristics are not intended to imply that the value of any column is greater than another. All children are equally valuable by nature of being human. High achievers, gifted learners, and creative thinkers (in any combination) should be equally valued in the classroom and in life. This three-column analysis evolved over several years while working with students representing each of these groups co-existing in many classrooms. I have invited hundreds of teachers and students to review and discuss the items. The resulting three-column comparison is proposed for reflection. Stimulating discussion rather than fostering agreement is the goal. These students and teachers found the following cartoons helpful in understanding the comparison since high achievers, gifted learners, and creative learners co-exist in many classrooms. In the first cartoon, the teacher announces an assignment, and the high achiever quickly tries to determine what the teacher most wants so he can please and satisfy the teacher's intentions: What do you really want? The gifted learner ponders what to do that would most interest her as she continues learning: What I would like to do is... Simultaneously, the creative learner's mind begins to race with a myriad of diverse and varied possibilities that could be explored: What about... | These students and teachers found the following cartoons helpful in understanding the comparison since high achievers, gifted learners, and creative learners co-exist in many classrooms. In the first cartoon, the teacher announces an assignment, and the high achiever quickly tries to determine what the teacher most wants so he can please and satisfy the teacher's intentions: What do you really want? The gifted learner ponders what to do that would most interest her as she continues learning: What I would like to do is... Simultaneously, the creative learner's mind begins to race with a myriad of diverse and varied possibilities that could be explored: What about... Figure 1: Response to an Assignment
Later, in the second cartoon, the teacher poses a question to the class. The high achiever is delighted because he knows the answer and continues to be in control of high achievement: Oh, I know that answer! The gifted learner considers multiple nuances and alternative perspectives: The question could mean or It might suggest or Another way to say that is or Yah, but... The creative learner is still obsessed with the seemingly endless possibilities of the earlier assignment, concentrating so much on his ideas that he completely misses the teacher's question: What...? | Figure 2: Response to a Question
Consider sharing this three-way comparison with gifted students to elicit their perceptions and stimulate discussion. Then, share those results with a wider audience of individuals concerned about the education of all learners. The information might clarify or extend understanding among administrators, teachers, parents, and students of the marvelous similarities and diversities of high achievers, gifted learners, and creative thinkers. Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: Professional Associates Publishing. www.kingore.com |
