What is a Gifted Brain?
Gifted brains are so unique. Honestly, they’re my favorite types of brains to teach because gifted brains live outside the box. Any box! But, before we jump into harmful myths about gifted kids, we need to be sure we’re all on the same page about what makes a gifted brain.
What does it mean to be gifted? According to the American Psychology Association, giftedness is “the state of possessing a great amount of natural ability, talent, or intelligence, which usually becomes evident at a very young age.”
The key here is the level of processing information of gifted brains. People with a gifted brain tend to process and understand information quicker or deeper than non-gifted brains. Gifted brains also have heightened sense of emotions, interests, morals, and more.
6 Types of Gifted Brains
According to the Davidson Institute, there is not a one size fits all gifted brain. In fact, like many neurodiversities, giftedness is more like a range on a spectrum. The Davidson Institute breaks down giftedness into six possible types:
1- “successful”
These kids have learned the system. They are good at school and can become easily bored but not usually a classroom disturbance. When teachers think of gifted students, this is usually the type of gifted brain that comes to their mind.
2- “challenging”
Challenging gifted brains are divergent thinkers. They might challenge authority and question the teacher in front of the class. It is important to build a relationship with these students and to understand their divergence is not a personal attack on you.
3- “underground” or “hidden”
It is not uncommon for giftedness to be a hidden talent. This is most often seen in middle-school aged girls who hide their talents to fit in with peers. They can appear insecure and anxious, especially at school.
4- “twice exceptional”
These brains are gifted plus because they have an additional diagnosis that requires IEP or 504 such as autism, dyslexia, or severe ADHD. They don’t “perform” as gifted but should never be overlooked as a gifted brain.
5- “dropouts”
Gifted brains who dropout might be angry with system. They could feel school let them down because it didn’t support their interests or talents. So, they branch out on their own to embrace their learning passions.
6- “autonomous”
The most rare gifted brain is the self driver. These brains have learned to make the system work for them. They are highly independent and have a strong sense of personal power, motivation and direction.
4 Myths About Gifted Kids
Myths About Gifted Kids #1- Gifted students don’t need support
Truth- Any student can have educational gaps
Having a gifted brain does not automatically mean a student (or adult) will not struggle with specific concepts. In fact, many students are overlooked for gifted tested because they struggle with specific areas or concepts. Gifted brains can be gifted in one area, like language, but struggle in others like math or spacial reasoning.
You are probably already using data and assessments to gage how students are doing with specific skills. However, for gifted kids, you might need to dig into very specific parts of a standard or skill to find a gap. If a student is struggling, provide them a new way to learn the skill instead of just repeating what was taught before.
Remember, gifted students can smell busy work a mile away and you want to build them up not drown them with worksheets.
Myths About Gifted Kids #2- They won’t be a behavior issue
Truth- Gifted students can have challenging behaviors
If you’ve taught gifted brains, or know a gifted brain, then you know they can be intense. Some gifted brains are hyper-focused on one topic and could care less about learning anything else. Some gifted brains, like our divergent brains, are just looking for something to spark a “discussion”.
Honestly, this is why I love teaching gifted brains. I love the challenge. Gifted learners push me out of my teacher comfort zone because no brain is the same, and they will make sure you know that. Examples of challenging behaviors are refusal to complete work, talking through your lesson, needs to move or fidget constantly, starting arguments with peers, or rushing through assignments just to be finished.
If you know what to expect, then you’ll know how to prevent the behavior from causing a disruption. Build a relationship with each gifted student and ask them what they want from the class. Then, accommodate them. When students feel they have a say in their learning, they’ll work hard even on tasks they don’t love.
Myths About Gifted Kids #3- Gifted students can help struggling students
Truth- Gifted students should not be extra teachers
Unpopular opinion: gifted students are not your teacher helper. Did I ruffle some feathers? Sorry, not sorry. This myth about gifted kids is my biggest pet peeve. Having gifted or high achieving students “teach” or “work with” struggles students is not differentiation. This strategy does several things and none of it is beneficial.
Asking a gifted student to teach a struggle student only furthers the “smarter than” feelings in kids. It also breeds resentment in both students. Finally, neither student learns anything. If a gifted students wants to help, and a struggle students asks that peer for help, that could work from time to time. But, this should never be your to go differentiation strategy.
Instead, provide all students with early finisher options that students can easily make their own. For example, I have a printed choice board with options like write a journal entry from the perspective of a character. Struggling students can work to do their best and gifted kids have the option to add their flair to the assignment. I also have a Google classroom for early finishers with research ideas, writing prompts, drawing prompts, and more.
Myths About Gifted Kids #4- They can figure out answers on their own
Truth- Gifted students need direction instruction
Similarly to support, gifted students need direction instruction. They are gifted, not mind readers (sorry, that was a little snarky). Often their ability to quickly understand ideas leads to the myth about gifted kids not needing direct instruction.
I love to pull my gifted brains in a small group for guided reading or even social studies discussions. We can go deep on topics and they don’t feel embarrassed or under a spotlight when they share crazy ideas.
In addition, I make it a rule to never introduce a new concept, skill, or topic on a gifted pullout day. I never want my gifted students to feel that they are playing catch up in class. Instead, I use our pullout day to review and practice with my class. Also, be honest with gifted kids about the importance of direct instruction. Let them know it’s important they get the instruction first, before they use their gifted brain to make the ideas their own.
Next Steps to Supporting Gifted Kids
Teaching gifted brains is my joy! I love the way they process and interact with the world, but there are many myths about gifted kids we need to bust. Check out the workshop on YouTube so you can plan for your gifted brains… in under 30 minutes!
Also, download the printable below for easily supporting gifted students in the classroom or at home.
