To some extent, students differ significantly from each other. Some of them are fast in learning while others are slow. There are two broad categories of students. These include gifted students on one side and those who are not gifted on the other.
In general, all gifted students demonstrate some unique abilities in various grounds. This can be through academic performance, reasoning and constructions, leadership or through music (Johnsen 2006). They show capabilities which is far above other students. However, gifted students do not necessarily require the normal services provided by the school order in order to acquire these capabilities.
In other words, gifted students demonstrate an extremely high level of performance. According to Johnsen (2006), gifted students can be viewed as any student who shows ability to perform or one who performs at a remarkably high level of performance compared to their colleagues under the same age, environment, and experience.
Gifted students display a high level of creativity in intellectual ability and cognitive ability. For instance, they display a high level of creativity in artistic, or leadership fields. Gifted students are therefore capable of solving various problems through their creativity.
In most cases, the gifted students rarely take anything for granted (The Rhode Island State Advisory Committee on Gifted and Talented Education, 1997). For instance, they seek to ask many questions on why and how certain things or situations appear as they are. This is unlike with the case of non-gifted students who tend to take everything naively.
Unlike non-gifted students, gifted students are usually diverse and are usually intensively focused (The Rhode Island State Advisory Committee on Gifted and Talented Education, 1997). This has a significant impact on their general performance.
Gifted students also reveal a high capacity for motivation. They have self-motivation in their activities. This triggers their performance in various fields. This group of students has a strong inner desire to learn more and does not require intensive attention in training compared to other students.
Gifted students are also associated with good performance in class (Johnsen 2006). However, this is not just enough for a gifted student. In most cases, the number of gifted students varies from one place to another. The gifted students are found everywhere in all geographical regions, racial, ethnic and socioeconomic groups (Barbara, 2002).
Comparison and Contrast between Gifted and Non-Gifted Child
|Gifted Child||Non-gifted child|
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In conclusion, this analysis has clearly shown that there is a significant difference between a gifted and a non-gifted child. Both categories of students have significant variations in terms of cognitive and affective behaviors. In general, gifted students tend to display a relatively higher level of performance compared with the students who are not gifted.
Barbara, C. (2002). Growing up Gifted. U.S.A: Merrill Prentice Hall.
Johnsen, S. (2006). Definitions, Models, and Characteristics of Gifted Students. Web.
The Rhode Island State Advisory Committee on Gifted and Talented Education. (1997). Characteristics and Behaviors of the Gifted. The Rhode Island State Advisory Committee.