By completing this form, a student’s voice can be included in the process of differentiating their curriculum. This will not only provide information for the curriculum planning process but may also engage the student in a form of self-analysis and reflection. Many gifted students are often puzzled by the meaning of the words bright, gifted and talented (Galbraith, 1985) and this activity can reduce the mystery. It tells them about a few behaviours commonly seen in high potential learners. The student will learn that students who behave in these 13 ways frequently, intensely and for long periods of time will need different sorts of learning experiences.

Students’ responses can also provide teachers and parents with a sense of their self-perceptions. Conversations around the form can build a shared understanding of the student which is an excellent starting point for collaborative planning. This opens communication with the student based on who she or he perceives her or himself to be rather than what books say she or he ought to be. This is particularly important and appropriate when working with adolescents, students who are not completing regular assignments or have learning disabilities.

The students’ √s from this form can be transferred directly to the student version of the Guide for Selecting Differentiation Strategies.

Download the Self-rating Form in English or French.