IMPROVING HOW WE SERVE

The Creatively Gifted

We should stop attempting to be understood by our students and instead attempt to understand our creatively
gifted students.

Tolerance of chaos
Less is more (materials/playtime)
Teach the value of mistakes
Encourage spontaneous expression
Value Originality
Give opportunities to use knowledge creatively

Provide more thinking activities and fewer memory

activities
Provide rigorous academics in the fields of their interests
Introduce students to professionals in their fields of
interest and read biographies
When giving feedback, focus on guiding the process
instead of critiquing the integrity of the final product
Provide training to teachers to enhance problem solving
**Flexible thinkers- creative
problem solving
**Fluency- ability to come up
with many ideas
**Elaboration- embellish, en
hance, enrich
with significant,
complex, intricate detail.

BIBLIOGRAPHY

Amabile, T.M. (1983). The social psychology of

t.a.g. certification

creativity. New York: Springer-Verlag.

Guilford, J.P. (1950). Creativity. American Psychologist,

5, 444-454

Ochse, R. (1990). Before the gates of excellence: The

determinants of creative genius. Cambridge,

MA:
Cambridge University Press.
Mednick, S., & Mednick, M. (1967). Examiners manual:
Remote Associates Test. Boston: Houghton
Mifflin.
Rimm, S.B. (1976). GIFT: Group Inventory for finding
creative
talent. Watertown, WI: Educational Assessment Serv ice.

Creatively

Gifted

Taylor, A. (1959). The nature of creative process. In P.

Smith (Ed.), Creativity. New York: Hastings

House.

Torrance, E.P. (1966). Torrance Tests of Creative T

hinking: Norms- Technical Manual. Princeton, NJ:

Personal

Press.

ADDITIONAL RESOURCES
* http://www.hoagiesgifted.org/
creatively_gifted.htm
* http://resources.prufrock.com/
GiftedChildInformationBlog/tabid/57/
articleType/ArticleView/articleId/250/
Identification-of-Creatively-GiftedStudents.aspx
*http://borntoexplore.org/addexp~1.htm
*http://www.hoagiesgifted.org/
creativity_as_elusive_factor.htm
*http://www.giftedguru.com/wp-content/
uploads/2014/05/August-Bulletin-creativity.pdf

SEEK FIRST TO UNDERSTAND

THEN TO BE UNDERSTOOD

Understanding and Teaching the Creatively Gifted Student

Characteristics
Definition of creativity
The ability to manipulate
ideas in a fluent, flexible,
elaborate, and original way that has contextual
value. (J. P. Guliford modified)

Definition of
The Creatively Gifted

"Although an awareness of traits of creative people will help us recognize creative students, we
are not likely to reach perfection in our
identification of creative
talent." (Davis, 2011)
**A persons IQ does not
directly correlate to
creativity!

Tests Used to Test for Creativity

*Torrance Tests of Creative Thinking (TTCT) performance and/or product oriented
*Remote Associates Test (RAT)
*Group Inventory for Finding Creative (GIFT) measures the personality characteristics, attitudes and/or values of the individual

One who innately exhibits high levels of creativity,

either through obvious talent or recognized by
testing.

The most commonly used of these tests is the

TTCT.

CHALLENGES

Non-conforming
Sensitive to criticism
Resents periods of inactivity
Skip the process/Jumps to
Conclusions
Inattentive to class discussions
sometimes misinterpreted as ADHD
Difficulty working in groups
Perceived as disorganized
Thoughtful problem solving takes time
Difficulty choosing one answer

Identifying
The Creatively Gifted