Student Code ________ZP___________ Directions: In the spaces below the blocks, jot comments on your perceptions of student characteristics/ ability/performance. FORMS TO BE USED IN ASSIGNMENT TABS Observation Panning for Gold Observation Student Code: ____________ Directions: Use the boxes below the definitions and descriptions of the basic traits, aptitudes, and behaviors (TABs) associated with the giftedness construct to record examples of TABs displayed by the student(s). Use the scale in the box to summarize your evaluation. Motivation Interests Communication Skills Problem-Solving Memory Ability Evidence of desire to learn. Intense (often unusual) Highly expressive; effective Large storehouse of words, numbers, interests use of information on school Effective, often inventive, Description: Forces that symbols. or non-school topics. strategies for recognizing initiate, direct and sustain Description: Activities, and solving problems. individual or group Description: avocations, objects, etc., that Description: behavior in order to satisfy Transmission and have special worth or Exceptional ability to Description: Process of a need or attain a goal. reception of signals or significance and are given special retain and retrieve determining a correct attention. meanings through a information. sequence of alternatives Student may: system of symbols leading to a desired goal aspire to be • (codes, gestures, Student may: Student may: or successful task somebody, do language, numbers). demonstrate unusual or already know completion. • • something. information. advanced interests in a topic be an enthusiastic learner. • or activity. Student may: need only 1-2 Student may: • demonstrate persistence • demonstrate unusual be a self-starter. repetitions for • • demonstrate unusual • in pursuing or completing ability to communicate mastery. be beyond age-group. • ability to devise or a self- selected tasks (may (verbally, physically, pursue activity unceasingly. have a wealth of systematic strategy for • • be culturally influenced; artistically, information school solving problems and to evident in school or symbolically). or non-school topics. change the strategy if it activities). use particularly pay attention to details. • is not working. • apt examples, manipulate information. create new designs, • • illustrations or be highly curious. invent. • elaborations.
Student Code ________ZP___________ Directions: In the spaces below the blocks, jot comments on your perceptions of student characteristics/ ability/performance. FORMS TO BE USED IN ASSIGNMENT TABS Observation Panning for Gold Observation Student Code: ____________ Directions: Use the boxes below the definitions and descriptions of the basic traits, aptitudes, and behaviors (TABs) associated with the giftedness construct to record examples of TABs displayed by the student(s). Use the scale in the box to summarize your evaluation. Motivation Evidence of desire to learn. Description: Forces that initiate, direct and sustain individual or group behavior in order to satisfy a need or attain a goal. Student may: • aspire to be somebody, do something. • be an enthusiastic learner. • demonstrate persistence in pursuing or completing self- selected tasks (may be culturally influenced; evident in school or activities). Interests Intense (often unusual) interests Description: Activities, avocations, objects, etc., that have special worth or significance and are given special attention. Student may: • demonstrate unusual or advanced interests in a topic or activity. • be a self-starter. • be beyond age-group. • pursue activity unceasingly. Communication Skills Highly expressive; effective use of words, numbers, symbols. Description: Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, numbers). Student may: • demonstrate unusual ability to communicate (verbally, physically, artistically, symbolically). • use particularly apt examples, illustrations or elaborations. Problem-Solving Ability Effective, often inventive, strategies for recognizing and solving problems. Description: Process of determining a correct sequence of alternatives leading to a desired goal or successful task completion. Student may: • demonstrate unusual ability to devise or a systematic strategy for solving problems and to change the strategy if it is not working. • create new designs, invent. Memory Large storehouse of information on school or non-school topics. Description: Exceptional ability to retain and retrieve information. Student may: • already know information. • need only 1-2 repetitions for mastery. • have a wealth of information school or non-school topics. • pay attention to details. • manipulate information. • be highly curious.
2.6tabs_forms_for_both_students.docx