Transcript The Kingore Observation Inventory

Berti Kingore, Ph. D.
Resource: Recognizing Gifted Potential
Planned Experiences with the KOI
C. Jones 2009
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Enrich classroom environments to enhance
levels of thinking, production, and challenge
for all students
Assess all students’ needs/responses to help
plan and implement appropriate
differentiation practices
Identify advanced or potentially gifted
students needing challenges beyond the core
curriculum
Provide a standard for teachers’ analytical
observations
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Advanced language
Analytical thinking
Meaning motivation
Perspective
Sense of humor
Sensitivity
Accelerated learning
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Extensive vocabulary; multisyllabic words
Asks questions about words (in print or oral
language)
Uses figurative language (similes, metaphors)
Modifies language for less mature children
Expresses similarities and differences
Uses technical language
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Demonstrates complex/abstract thinking
Observes intensely; interprets observations
Takes apart and reassembles ideas/objects
Makes connections between diverse ideas
Thinks clearly and logically
Analyzes cause/effect, consequences
Creates songs, stories, riddles related to
learning experiences
Organizes collections or ideas in unique ways
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Philosophical; pursues issues atypical of
agemates
Asks penetrating, intellectual questions;
intense need to understand
Is curious; innovatively experiments
Remembers! Displays in-depth information in
one or more advanced areas
Intrinsically motivated to pursue areas of
interest
Wants to do thing independently
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Interprets another’s point of view
Conversations are filled with “but what
about…” to pursue different perspectives of
issues
Develops unique graphics, products or
patterns
Adds interesting components to enhance
total effect of product
Demonstrates that directionality is relative to
position
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Laughs at incidents, puns that agemates
don’t understand
Catches an adult’s subtle or sophisticated
humor
Uses figurative language for humorous effect
Develops a humorous idea to the extreme
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Exhibits intense concern for human issues
Acts spontaneously to help someone in need
Shows nonverbal awareness of another’s
needs and feelings
Expresses empathy through words or art
Displays a strong sense of fairness and
justice
Expresses high expectations of self/others
Exhibits superior ability to interpret
nonverbal clues
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Requires minimum repetition for mastery
Exhibits substantial growth spurts in reading
and math once learning begins
Categorizes by multiple, often less-obvious
attributes
Comprehends symbolic representations
(musical, numerical, alphabetical, mapping)
Reads and interprets at an advanced level
Creates advanced products
Accesses data with ease with an unexpected
variety of tools (technology)
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Teachers conduct “planned experiences”
which are designed to bring out these
behaviors
Resource teachers will supply needed
background information and materials
required for the experiences
Resource teachers observe students’
behaviors and tally those behaviors that are
advanced and atypical of agemates