The George Betts Model: Profiles of the Gifted and Talented

Talented and Gifted Department

Profiles of the Gifted and Talented

Type I - The Successful Type II - The Challenging Type III - The Underground Type IV - The Dropout Type V - The Double-Labeled Type VI - The Autonomous

Learner

Type ITHE SUCCESSFUL

As many as 90% of the identified TAG students

Discovers what “sells” at home & school

Convergent thinker Learns & tests well Eager for approval Liked by peers Positive self-concept Unaware of deficiencies

Type I - SuccessfulFeelings and Attitudes Boredom Dependent Anxious Guilty about failure Self-critical Diminished feelings of

self & right to emotions

Behaviors Perfectionist High achiever Non-risk taking Accepts systems Seeks teacher

approval & structure

School SupportAccelerated & enriched curriculum; Time for personal interest; Compacted learning; Time with intellectual peers

Type IITHE CHALLENGING

Divergently gifted Often go unidentified Question authority Don’t conform - haven’t

learned to use the system Receive little recognition

for accomplishments Struggle with self-esteem At risk as eventual drop out

Type II - ChallengingFeelings and

Attitudes Frustration and

Boredom Impatience Defensiveness Heightened

sensitivity Uncertain about

social roles

Behaviors Corrects teacher Questions rules Honest, direct Mood swings Inconsistent work Poor self-control Competitive

Tolerance; Give them Choice in Assignments; Placement with appropriate teacher; Cognitive & social skill development; Behavior contracts

Type IIITHE UNDERGROUND

Middle school females hiding giftedness

High School boys dealing with athletic or social pressures

Want to be included in non-gifted peer group

May be radical transformation from earlier grades

Their needs are often in conflict with expectations of teachers & parents

Type III - Underground

Feelings and Attitudes

Unsure; Insecure Pressured Confused Diminished

feelings of self

Behaviors Denies talent Drops out of advanced

classes Resists challenges Wants to belong socially Changes friends

Recognize ability and properly place in advanced classes with the opportunity to take breaks.Provide same sex role models.Continue to give college and career information.

Type IVTHE DROPOUT

Angry with adults & with themselves; Defensive

System has not met needs for many years; Burn-out or Spaced-out

Depressed & withdrawn or acts out Interests are outside realm of regular

school curriculum Poor self-concept

School SupportDiagnostic testing; Counseling; Nontraditional opportunities and study skills; In-depth studies; Alternative out of classroom learning; Mentorships; GED

Type VTHE DOUBLE-LABELED

Physically or emotionally challenged Learning disabilities Limited English Proficiency Typically not identified gifted Programs don’t integrate their varying needs Discouraged, frustrated, rejected, helpless, powerless or

isolated School system tends to focus on the weaknesses

School SupportPlacement in advanced classes; Opportunities for advanced work in ability area; Provide needed resources; Provide alternative learning experiencesGive individual counseling

Type VITHE AUTONOMOUS LEARNER (The end goal for all students)

Few demonstrate this at an early age

Work effectively in school system Use the system to create new

opportunities Strong, positive self-concept Positive attention & support for

accomplishments Respected by adults & peers Leadership roles Independent, self-directed

Type VI - Autonomous Learner

Feelings and Attitudes

Self-confident Self-accepting Enthusiastic Accepted by others

Behaviors Appropriate social skills Independent worker Develops own goals Follows through with

plans Works without approval Follows strong areas of

passion Creative Stands up for

convictions

Type VI - Autonomous Learner

School Support Curriculum and instruction offered at

the student’s rate and level of learning

Compacted curriculum Mentorships Dual enrollment or early admission to

college College & career opportunities