KARAKTERISTIK

ANAK BERBAKATANAK BERBAKAT

� Apa karakteristik?

� Bagaimana karakteristiknya?

� Ciri-ciri umum yg dominan / menonjol yg muncul/ dpt ditemui / melekat pada suatu kelompoktertentu.

� Sifatnya kecenderunganCiri-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 individudlm kelompoknya. Kenapa? - sub � menunjukkan adanya perbedaan / sub kelompok � kelompok yg lebih kecil.- Setiap individu – unik � karakteristik khusus

KAJIAN KARAKTERISTIK

GENERAL

ANAK

BERBAKAT

KOGNI TIF

SOSIALKEPRIBADIAN

EMOSI

KAJIAN KARAKTERISTIK

� Mengenali individu atau kelompok

� Mengelompokkan orang

� Mengenali dan memenuhi kebutuhan-2nya

Mengantisipasi dampak negatif yg mungkin� Mengantisipasi dampak negatif yg mungkin

timbul

� Merumuskan alat identifikasi

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 interests16. Great sense of humor17. Early or avid reading ability18. 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 observation21. Vivid imagination22. High degree of creativity23. Tends to question authority24. Shows ability with numbers25. Good at jigsaw puzzles

� 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� They have a vivid imagination

� 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)� Very curious, like to research� May show signs of eccentricity

� 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

� Asks complex questions

� Keen & alert observer

� 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

� May not share interests with classmates

� Asynchronous development

� Large vocabularies� Learns material quickly with little practice� Starts reading early� Abstract thinking� Abstract thinking� Asks lots of questions� Can store large amounts of information� Atypical sense of humor

PersonalityInsightfulnessIntensitySensitivity/EmpathyNeed to Understand

IntellectualCapacity for reflection

Passion for Learning

Early Moral Concern

Complex Thought Processes

Exceptional Reasoning Ability

Divergent Thinking/CreativityNeed to UnderstandNon ConformityPerfectionismAcute Self-AwarenessNeed for Mental StimulationExcellent Sense of HumorNeed for Precision/LogicQuestioning Rules/AuthorityPerseverance

Divergent Thinking/Creativity

Analytical Thinking

Facility with Abstraction

Intellectual Curiosity

Rapid Learning Rate

Vivid Imagination

B. Clark

* 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

or noises.

� 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.� have a heightened ability to see unusual relationships. � Have flexible and imaginative thought processes.

16

17

18

� 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

interest

� Highly creative fantasies

� Imaginary friends, worlds described in detail

� Independent, prefers individual work

� Transfers concepts learned to new situations� Transfers concepts learned to new situations

� Interest in abstract concepts (time, space)

� Interest in cause and effect relationships

� Quick-developing, wide knowledge base

� Strong memory, cognitive strategies

� 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-sequentialApprox. 1/6 of gifted children have some sort of co-� 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 scores, making identification difficult

� 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

� Csikszentmihalyi’s “Flow” Theory

� Synesthesia

� Dabrowski’s Theory of Positive Disintegration� “Overexcitabilites”▪ Psychomotor▪ Often diagnosed as ADHD▪ Often diagnosed as ADHD

▪ Sensory

▪ Imaginational

▪ Emotional

▪ Intellectual▪ “Too creative” for IQ tests

The Gifted . . .� are more prone to emotional disturbances� have everything going their way� can succeed without help� should be valued mostly for their brain power� are more stable and matureshould assume responsibility for othersare more stable and mature

� should assume responsibility for others� enjoy being examples to other children� have abilities that are always valued by their families� excel or exceed the norms in all areas of development� need to be disciplined more than others� will always reveal their giftedness� are high achievers with high motivation to excel in school

� 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

ntuk dipelajari karena mereka dapat sangat beragam

pada sebagian besar variabel)

� Originate from characteristics of the individual

� Examples in Gifted Students:� Overexcitabilities� Overexcitabilities

� Asynchronous Development

� Perfectionism

� Excessive Self-Criticism

� Multipotentiality

� Emerge as by products of the interaction of

characteristics of the child with the

environment

Example in Gifted Students:� Example in Gifted Students:

� Desire for academic engagement within a school

environment not accepting of students who are

very serious about learning

� Pemecahan masalah baik / penalaran kemampuanKemampuan belajar cepatEkstensif kosakataExcellent memoriPanjang rentang perhatian

� Memilih teman yg lbh tua� Berbagai kepentingan

Rasa humorAwal atau gemar kemampuanmembacakonsen pd keadilan, kejujuran

Panjang rentang perhatianPersonal sensitivitaskasihan pd orang lain PerfeksionismeIntensitas / hebat/semangatKepekaan moral Keingintahuan yg tdk biasaketekunan ketika tertarikEnergi tinggi

konsen pd keadilan, kejujuranKadang-kadang, penilaiantampak lebih dari usianyaKekuatan pengamatan tajamImajinasi kuat/semangatKreativitas tinggiCenderung mempertanyakanotoritasMenunjukkan kemampuandengan angkaPuzzle baik

� Like repetition and practice

� Ask questions that have answers/ Ajukan

� Think very fast� Ask difficult questions Learn vocabulary

have answers/ Ajukan

pertanyaan yang memiliki

jawaban

� Learn developmentally appropriate vocabulary (Kosa kata

sesuai dengan tahapan

perkembangan belajar)

� Learn vocabulary that is not developmentally appropriate (Pelajari

kosakata yang tidak sesuai

dengan tahapan perkembangan)

� Perfectionism� Isolation� Underachievement

� vs. Selective Achievement� Impostor Syndrome� Impostor Syndrome� Masking Abilities� Delinquency� Depression� Anxiety� Suicide

� Bored and restless with flashes of brilliance or interest

� High quality oral work but poor written workPoor test results but asks searching questions� Poor test results but asks searching questions

� Dislike of routine work – often unfinished� Creative interests or hobbies outside school but

not reflected inside school

� 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

NACE Element 5

� Potential Strengths:� Above average vocabulary � Great knowledge and passion (senang) for subjects of interest of interest

� Divergent thinkers – involving unusual, original, imaginative and creative thought processes

� Active imagination � Excellent visual memory � Sophisticated sense of humour

� Look Familiar?

� Potential Weaknesses:� Cannot do simple tasks but can complete more sophisticated activities � Poor spelling � Poor handwriting� Inconsistencies in reading ability � Does well in mathematics, but poorly in language and vice versa� Does not do well on timed tests � Does not do well on timed tests � Does not respond well or consistently to auditory instructions/information� Difficulty copying from the blackboard� Poor organizational skills, failure to complete or hand in assignments� Difficulty with rote memorization and sequential learning � Disruptive in class� Frequently off task � Easily frustrated � Acts out without thinking about the consequences� Poor social skills

� Encyclopedic knowledge � Fascination with numbers� Exceptional musical talents Amazing memories� Amazing memories

� Excellent puzzle ability� Advanced visual memory and thinking� Difficulty with Empathy� Object and idea driven, not people driven.

� Gifted children have normal friendships with those who share interests

� They understand interpersonal situations and the emotions of others

� Their own emotions are appropriate to the topic� Their own emotions are appropriate to the topic� They can show sympathy and empathy� They are aware of others’ perception of them� They have little or no motor clumsiness� They tolerate abrupt (tiba2) routine changes� Speech and humor are more adult-like� They understand metaphors and idioms.

� ADD � Often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities

� Often has difficulty sustaining attention in tasks or play activities � Often does not seem to listen when spoken to directly� Often does not follow through on instructions and fails to finish � Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace

� Often has difficulty organizing tasks and activities � Often avoids, dislikes, or is reluctant (enggan) to engage in tasks or activities that require sustained mental effort (such as schoolwork or homework)

� Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)

� Often easily distracted by extraneous stimuli � Often forgetful in daily activities

� ADHD

� Often fidgets (gelisah) with hands or feet or squirms in seat

� Often leaves seat in classroom or in other situations in which remaining seated is expected

� Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)

� Often has difficulty playing or engaging in leisure activities quietly

� Is often "on the go" or often acts as if "driven by a motor"

� Often talks excessively

� Often blurts out answers before questions have been completed

� Often has difficulty awaiting turn

� Often interrupts or intrudes on others

� Seeing the difference between behaviors that are sometimes associated with giftedness but also characteristic of ADD/ADHD is not easy, as the following parallel table shows

Behaviors Associated with ADD/ADHD� Poorly sustained attention in almost all situations� Diminished persistence on tasks not having immediate consequences� Impulsivity, poor delay of gratification� Impaired adherence to commands to regulate or inhibit behavior in social contexts

More active, restless than normal children� More active, restless than normal children� Difficulty adhering to rules and regulations

Behaviors Associated with Giftedness� Poor attention, boredom, daydreaming in specific situations� Low tolerance for persistence on tasks that seem irrelevant� Judgment lags behind development of intellect� Intensity may lead to power struggles with authorities� High activity level; may need less sleep� Questions rules, customs and traditions

� 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

� More likely to conceal (menyembunyikan) intelligence to attract attention of boys

� Gifted Males

� Pressure to participate in traditionally male

activities

� Discouraged from being emotional, sensitive� Discouraged from being emotional, sensitive

� Must reconcile their own identity with societal

norms concerning gender

� Gifted African-American Students� “Acting White”

� Nigrescence Theory▪ Pre-encounter

▪ Encounter▪ Encounter

▪ Immersion

▪ Internalization

▪ Commitment

� Different Learning Styles

� Lack of role models

� Lack of peers from similar backgrounds

� External pressure

� 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

▪ Any minority group

� Highly creative individuals

� Psychologically vulnerable

� Difficult for schools to meet creative needs

� Strong feelings of isolation

� Susceptible to mood disorders

� More likely to attempt suicide

� Gifted/LD Children

� “Twice Exceptional”

� Giftedness masking LD

� Biggest problem is assessment

� Success found in programs that emphasize talents

and development of compensatory skills;

students tend to behave more like gifted students

and focus less on disability

� 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

� Family/School Stress

� 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.

� Offer role models