Defining a GT Student & Five-Word Descriptor Activity

Definition of a GT Student

  • The discussion centers on establishing a working definition for a GT (Gifted & Talented) student.
  • Emphasis that this definition should be student-focused, highlighting observable traits rather than abstract labels.
  • Key premise: GT students are those who routinely operate “above the peak”—they surpass the expected performance ceiling for their age or grade.

Group Activity: Generating Five Descriptive Words

  • Instructor’s prompt: “With your group … come up with five words.”
  • Purpose of the exercise:
    • Distill the essence of GT characteristics into concise descriptors.
    • Encourage collaboration and consensus-building among participants.
  • Constraints & guidance:
    • Groups must brainstorm exactly five words—no more, no less—to foster precision.
    • Participants are asked to continually “think about that when we’re watching,” implying these words will later serve as an observational rubric.

Observational Criteria for Identifying GT Qualities

  • Participants are encouraged to look for moments when a student “goes over and beyond.”
    • Indicates behaviors that eclipse standard expectations.
    • Implies both academic and non-academic domains (creativity, leadership, perseverance, etc.).
  • Scenario provided: When observing someone and you internally say, “Wow—they are …,” note the trait that completes that sentence; these are potential GT identifiers.
  • Reflection technique: Constantly cross-check live observations against the five chosen descriptors.

Tools & Resources Mentioned

  • Reference to an “11 icon” feature:
    • Participants are told to “jump into the 11 icon and see what it pops out for you.”
    • Likely a digital tool, menu, or app symbol used to pull up resources, definitions, or exemplar traits.
    • Encourages immediate, tech-assisted exploration to validate or expand chosen descriptors.

Practical & Pedagogical Implications

  • Creating a shared vocabulary of five words unifies evaluators, reducing subjectivity.
  • Reinforces continuous observation: educators must stay vigilant during instruction to notice above-grade-level manifestations.
  • Suggests a feedback loop:
    1. Draft five descriptors.
    2. Observe students.
    3. Refine or confirm descriptors based on real evidence.
  • The implicit ethical stance: ensure labels like “GT” are grounded in clear, observable behaviors rather than vague impressions, promoting fairness and inclusivity.

Next Steps & Instructor Cues

  • Instructor pauses with “If you have any …,” implying questions or clarifications are welcome before moving forward.
  • Likely subsequent phases (not captured in transcript):
    • Share-out of group lists.
    • Consolidation into a master definition.
    • Application of the five-word rubric to case studies or classroom videos.