2.1 What characteristics do gifted individuals display across their lives that differentiate them from same-age peers?

2.2 What is the Phenomenologic-al experience of a gifted individual?

2.1a Attain a developmental understanding of gifted individuals across the life span from infancy to adulthood incorporating a holistic perspective.

2.1b Describe how the interaction between the environment and innate capabilities affects productivity throughout life

Understand the inner experience of children who are gifted

Learning Activity 2.1:
K-W-L+Q Chart

Learning Activity 2.2:
Write 5 statements that describe attitudes and/or actions you will change in some way to better serve the students you teach (especially focusing on the gifted students) based on what you have read.

Completed LA2.1 - K-W-L+Q chart.

Completed discussions 2.1 & 2.2.

Completed LA2.2 – statements of change

Completed Self-Assessment (SA) responses.

On Being Gifted – Video (approximately 2 minutes in length)

Characteristics of Gifted Students and How They May Be Perceived

Common Misconceptions about Gifted Children and Their Education

Exploring Social and Emotional Aspects of Giftedness in Children

Experience of giftedness: Eight great gripes six years later

Emotional intensity in gifted children

Gifted Kids at Risk: Who’s Listening?

Dabrowski's Over-excitabilities: A Layman's Explanation

Developmental Phases of Social Development

Nature vs. Nurture:
Clark, B. (2002). Growing up gifted. In Growing up gifted (6th ed., pp. 42–56). Upper Saddle River, NJ: Merrill Prentice Hall.

Delisle, J. (n.d.). “Ask the experts.” (Topic 2 HO 4)

Adult Giftedness:
Lind, S. (n.d.). Fostering adult giftedness: Acknowledging and addressing affective needs of gifted adults. Retrieved from http://www.sengifted.org/articles_adults/Lind_FosteringAdultGiftedness.shtm

Tolan, S. (n.d.). Self-knowledge, self-esteem and
the gifted adult. Retrieved from www.stephanietolan.com/self-knowledge.htm

Holistic Understanding of the Gifted:
Delisle, J. (2003, Fall). To be or to do: Is a gifted child born or developed? Roeper Review, 6(1). Retrieved from http://findarticles.com/p/articles/mi_hb6470/is_1_26/ai_n29038037/

Lovecky, D. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15(1),18–25. Retrieved from http://www.sengifted.org/articles_social/Lovecky_ExploringSocialAndEmotionalAspectsOfGiftednessInChildren.shtml

Silverman, L. (2006). What We Have Learned About Gifted Children. Retrieved from http://www.gifteddevelopment.com/What_is_Gifted/learned.htm

Dabrowski’s Theory:
Gallagher, T. (n.d.). Overexcitabilities used to predict giftedness. Retrieved from http://www.hoagiesgifted.org/dabrowski.htm

Mendaglio, S. (n.d.). Dabrowski’s Theory of Positive Disintegration: Some implications for teachers of gifted students. Retrieved from www.sengifted.org/articles_social/Mendaglio_DabrowskisTheoryOfPositiveDisintegration.shtml

Piechowski, M. (2006). “Mellow Out,” they say. If I only could. Madison, WI: Yunasa Books.

Silverman, L. K. (1993). Counseling the gifted and talented (pp. 11–22). Denver: Love Publishing Company.

Personality Variables and Gifted:
Burruss, J., & Kaenzig, L. (1999, Fall). Introversion: The often forgotten factor impacting the gifted. Virginia Association for the Gifted, 21(1). Retrieved from http://www.sengifted.org/articles_social/BurrussKaenzig_IntroversionTheOftenForgotten.shtml

Kunkel, M., Chapa, B., Patterson, G., & Walling, D. (1992). Experience of giftedness: Eight great gripes six years later. Roeper Review, 15(1), 10–14. Retrieved from http://www.davidsongifted.org/db/Articles_id_10151.aspx

Martin. (n.d.). Fitting in and speaking out: Me and Asperger’s Syndrome. Retrieved from http://www.hoagiesgifted.org/fitting_in.htm

Morelock, M. (1992). Giftedness: The view from within. Understanding our Gifted: Open Space Communications, 4(3), 1, 11–15. Retrieved from http://www.davidsongifted.org/db/Articles_id_10172.aspx