What makes them 2E?

2Echarstoursign

In conjunction with the Gifted Homeschoolers Forum April blog hop theme ‘Gifted 2E kids: What makes them Twice Exceptional?’ Sprite is conducting guided tours to some of the places in Sprite’s Site.

Image Jo Freitag

Image Jo Freitag

The first stop on the tour is the Analogy for 2E exhibit where visitors are treated to a demonstration of Roman Riding a cheetah and a tortoise.

Sprite explains that in a horse riding class where the aim of the lessons is to be able to ride independently seated on the back of a horse

  • some students will not have the ability or confidence to sit on the horse without being led by someone else
  • average students will be able to sit on the horse and ride independently
  • bright students may perform Roman riding of two horses – standing with a foot on each horse’s back
  • gifted students will perform Roman riding on two cheetahs
  • and 2E twice exceptional students will be forced to perform their Roman riding with one foot on the back of a cheetah and the other on the back of a tortoise.

At the Myths exhibit Columbus Cheetah explains that one of the myths surrounding giftedness is that it is not possible to be gifted and have a disability
https://spritessite.wordpress.com/2014/01/17/columbus-cheetah-myth-buster-myth-8/

2eis03

Visitors are then taken to the theatrette to view presentations about 2E students

The first is titled ‘2E is’ and is found at https://spritessite.wordpress.com/2015/05/01/2e-is/

The second presentation is a discussion of the Characteristics of 2 E students using a chart provided by the Cherry Creek Schools which can be found at
http://www.cherrycreekschools.org/StudentAchievement/Documents/2EDistinguishingCharacteristics.pdf

Those who have time to take the extended tour can listen to webinars about 2E students at

Jo Freitag: Characteristics of 2e students part 1
https://johart1.edublogs.org/2012/11/28/edublogs-webinar-overview-characteristics-of-2e-students-part-1/

Jo Freitag: Characteristics of 2e students part 2
https://johart1.edublogs.org/2012/12/17/edublogs-webinar-overview-characteristics-of-2e-students-part-2/

Personas, profiles and portraits of giftedness Part 2
https://jofreitag.wordpress.com/2015/06/07/australia-e-series-tech-talk-tuesdays-webinar-part-2/

For those who do not have time to listen to the webinars Sprite has prepared a short slide show which illustrates just a few of the characteristics of 2E students observed by Dr Linda Silverman.

2Echars03

2Echars01

2Echars07

2Echars11

2Echars05

For more information about twice exceptional students see
2E newsletter
http://www.2enewsletter.com/

Hoagies Gifted Twice Exceptional resources page
http://www.hoagiesgifted.org/2e_exceptional.htm

Gifted Homeschoolers Forum Twice Exceptional resources page
http://giftedhomeschoolers.org/resources/twice-exceptional/

To read all the posts about this topic in the blog hop please visit the Gifted Homeschoolers Forum April blog hop at http://giftedhomeschoolers.org/blog-hops/gifted-2e-kids-what-makes-them-twice-exceptional/

13029592_10156855137360002_285244340291193031_o

Creator is to creation as….

I enjoy analogies and ratios.
They were my favourite questions on the multiple choice general intelligence tests.
You know, like

Dog is to Puppy as Cat is to ———-
or
8:2 as 27: ———–

I also like analogies that help to describe and explain something unknown in terms of something that is known and understood.
Stephanie Tolan’s article “Is it a cheetah?” is a great example which explains and describes a gifted person by analogy to a cheetah.
There is a great collection of analogies for giftedness in the Analogy Anthology at Hoagies website http://www.hoagiesgifted.org/analogies.htm

The parables told by Jesus are similar to analogies – earthly stories with Heavenly meanings we were told at school. Jesus helped the people understand God and Heaven by telling stories about sowing seed and finding lost treasures.

But sometimes analogies are inaccurate or do not give a full explanation.

And an example of this which occurred to me recently was that of my relationship and consequent responsibilities to Sprite.
God is my Creator and I am Sprite’s creator.
However it would not be accurate to say
God the Creator is to Jo as Jo is to Sprite.

The main reason for this is that I do not have any of the Omnis which are attributes of God. God is Omnipresent, Omniscient and Omnipotent and I am not!

It was clearly demonstrated that although I am Sprite’s creator I am not able to physically travel to her dimension
 https://spritessite.wordpress.com/2010/04/17/interdimensional-travel-easter-devotional/

When Sprite said “Please promise that you won’t forget about us if you get all involved with using the other blog!”  
And I replied “Of course I won’t forget you!”
it brought to mind my Creator God’s promise that he would always be with us and would never abandon us.

This brought to mind an analogy relating to God which in my opinion has some flaws – that of God as the Watchmaker.
The intricacies of the watch propose that the watch had an intelligent creator in the same way as the intricacies of the natural world speak of an Intelligent Creator.

However this analogy is also used to suggest that God designed the creation, set it on its course and then ignored it and now allows it to run according to the laws of nature which He had installed.
It describes a God who is transcendent but never immanent.
It fails to account for God’s continued presence in and ongoing sustaining and interaction with His creation.

The Psych Owl ogist 3

“It is about WHO the Tweetlets are!” reiterated the Psych Owl ogist “Who…who…who…”

Tweet and Retweet were not sure whether he was still talking to them as he seemed to have gone off into his own reveries.

“What do you mean WHO?” asked Retweet

The Psych Owl ogist shook out his feathers. “Well,” he said “Usually at about this point in the discussion human psychologists and gifted education consultants would refer to an excellent article by Stephanie Tolan Is it a cheetah?
http://www.stephanietolan.com/is_it_a_cheetah.htm

“But I am going to present you with an analogy which is more pertinent to your specific situation.”

Is it an Arctic Tern?

You see a bird and it is wearing a distinctive band and you follow its progress as it completes its migrations and you make a map of the flight paths and see that it travels from its northern breeding grounds along a winding route to the oceans around Antarctica and back, a round trip of about 70,900 km (c. 44,300 miles) each year. This is by far the longest regular migration by any known animal. The Arctic Tern flies as well as glides through the air, performing almost all of its tasks in the air. It nests once every one to three years (depending on its mating cycle); once it has finished nesting it takes to the sky for another long southern migration.
http://en.wikipedia.org/wiki/Arctic_Tern

You know it is an Arctic Tern because they are the only bird able to accomplish a migration of this distance.

But what if you see the Arctic Tern when it is sitting on a pylon and it is not wearing a distinguishing band?
Would you still know that it is an Arctic Tern?

You would know if you knew the distinguishing characteristics of an Arctic Tern.

Arctic Terns are medium-sized birds. They have a length of 33–39 cm (13–15 in) and a wingspan of 76–85 cm (26–30 in). They are mainly grey and white plumaged, with a red beak and feet, white forehead, a black nape and crown (streaked white), and white cheeks. The grey mantle is 305 mm, and the scapulae are fringed brown, some tipped white. The upper wing is grey with a white leading edge, and the collar is completely white, as is the rump. The deeply forked tail is whitish, with grey outer webs. http://en.wikipedia.org/wiki/Arctic_Tern

Is it still an Arctic Tern when it is sitting still and not engaged in migration flight?

Of course it is!

Both analogies – the cheetah to the gifted human and the Arctic tern to the gifted Tweetlet – show that giftedness does not have to be demonstrated to be a fact.
Both acknowledge that there are characteristic traits which make it recognisable, without need of demonstrated achievement, which will be obvious to those who know and understand those characteristics
Both analogies discuss that the creature must be fit, supplied with adequate nourishment and suitable environment to be able to produce the phenomenal accomplishments of which the species is capable.

The cheetah analogy is the better one because it also illustrates the scarcity in numbers of the cheetah; which is similar to the rarity of very high IQ in the general human population. It also speaks of the danger of extinction of the cheetah which relates to the section in the Columbus Group definition of giftedness.
‘The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optimally.”
http://www.hoagiesgifted.org/identification.htm

Fortunately, although the Arctic Tern numbers are dwindling in some areas, the species as a whole is currently considered in the Least Concern category by the IUCN http://www.iucnredlist.org/apps/redlist/search

The cheetah analogy is also superior because it discusses the camouflage of cheetah cubs which describes well how many gifted students hide their abilities in order to blend in with their surroundings and fellow students to avoid ridicule or pressure.

Both analogies recognise that the creature must be adult to perform the incredible feats.

What about an Arctic Tern chick? Like your Tweetlets, it is not ready to fly yet. Is it an Arctic Tern or just a potential Arctic Tern?