Analysis of Three Students Using TABs (UGA/NRCG/T) Traits, Attitudes, Behaviors Categories (Ware, R.

1. Choose three distinctly different students (identified gifted, behavior problem, disabled, handicapped, artistic, etc.) from your teaching roster last
year.

2. Use the TABs (traits, attitudes, behaviors) from the UGA National Research Center on Gifted and Talented to help you recall specific behaviors
that demonstrate as many characteristics listed as possible. (The Panning for Gold Descriptor Sheet)

3. Record those behaviors for each student in the columns next to the appropriate category.

Category and Description of TABS Basic Information Student 1 Basic Information Student 2 Basic Information Student 3
descriptors E. T. Z. M. J. G.
(The Gold Sheet) White male Black female Black male
7th grade 7th grade 7th grade
Identified gifted Regular Education SPED: Autism Spectrum
Never retained Never retained Disorder
Never retained

MOTIVATION Brief description Brief description Brief description

Forces that initiate, direct, and
sustain individual or group
behavior in order to satisfy a
need or sustain a goal
Student 1
Requests projects
When interested or invested in a
topic, E.T. will continue to work
until the project or goal is
completed.
Tends to be more involved if
hands on activities are included.
Student 2
Z.M. would rather work alone.
She sometimes lacks motivation,
especially during class
discussions. She tends to zone
out unless the discussion applies
directly to her.
Z.M. always finishes her
assignments, frequently early, but
it is not unusual for her to do just
enough to receive a B.
Student 3
J.G. is very motivated to make
good grades, but is easily
distracted by the number of
questions, or amount of time left
in class. He frequently does not
finish assignments, even given
extra time (x 1.5).
 INTERESTS
Activities, avocations, objects,
etc. that have special worth or
significance and are given special
attention
COMMUNICATION SKILLS
Transmission and reception of
signals or meanings through a
system of symbols (codes,
gestures, language, numbers)
PROBLEM SOLVING ABILITY
Process of determining a correct
sequence of alternatives leading
to a desired goal or to successful
completion or performance of a
task.
Brief description
Student 1
E.T.s greatest interest is in
science, which provides him with
the chance for experimentation.
Brief description
Student 1
E.T. prefers and excels at verbal
communication. He can
communicate effectively through
writing, but much prefers
verbalization.
Brief description
Student 1
Student sets a goal, assesses the
materials/resources available, and
makes the situation or resource
work in order to accomplish his
goal. (While working on a
project for The Giver, the student
said that he wanted to create a
working sailboat to represent the
1st memory that Jonas gave. He
built a sailboat out of
construction paper, tape, and
twine that actually worked.)
Brief description
Student 2
Student loves to write and tell
stories.
When presented with a choice of
activities, Z.M. will almost
invariably choose to write a
story. Her stories almost always
center around her family.
Brief description
Student 2
Z.M. communicates well through
written methods, but has some
occasional difficulty with spoken
expression. She gets flustered
and easily dissuaded from
speaking during class.
Brief description
Student 2
Z.M. frequently identifies exactly
how much of an assignment she
must complete to get the grade
she wants. She will deliberately
do just enough to remain within
the A-B grade range.
Brief description
Student 3
J.G.s greatest interest is
mathematics. When asked about
this, he says that numbers make
sense to him. He says he just
likes working with numbers.
Brief description
Student 3
J.G. has difficulty with verbal
communication, and frequently
misinterprets social cues due to
his exceptionality.
Brief description
Student 3
J.G. has difficulty setting
appropriate goals and has
difficulty visualizing the steps to
take in order to achieve goals.
He frequently does not complete
tasks, even with extended time.
 MEMORY
Exceptional ability to retrieve
and retain information
INQUIRY
Method or process of seeking
knowledge, understanding or
information
INSIGHT
Sudden discovery of the correct
solution following incorrect
attempts based primarily on trial
and error
Brief description
Student 1
Remembers minute details of
topics or discussions that interest
him.
Brief description
Student 1
When completing projects, E.T.
makes several attempts before
achieving his goal. When one
thing does not work, he tries
something else, until he gets the
effect he wants.
Brief description
Student 1
Trial and error is the primary
method E.T. uses in class to
complete open ended
assignments/projects. He works
through several possibilities until
he find a solution.
Brief description
Student 2
When engaged in a topic, Z.M.
retains and retrieves information
at an amazing rate. When she is
not engaged, she can completely
tune the class out and cannot
even remember simple directions
without one on one review.
Brief description
Student 2
Z.M. seldom ask questions,
seeming to understand the
material better than her
classmates.
Brief description
Student 2
Not observed.
Brief description
Student 3
J.G. recalls information best
when humor is involved; either in
the introduction of the topic or in
the explanation of the
information.
Brief description
Student 3
J.G. questions and seeks
explanations to clarify his
understanding. He frequently
looks information up online in
order to better understand a topic.
Brief description
Student 3
Not observed.
 REASONING
Highly conscious, directed,
controlled, active, intentional,
forward-looking, goal-oriented
thought
IMAGINATION/CREATIVITY
Process of forming mental
images of objects qualities,
situations or relationships which
arent immediately apparent to
the senses. Problem-solving
through non-traditional patterns
of thinking
HUMOR
Brief description Brief description Brief description
Student 1 Student 2 Student 3
As part of each model/diorama Z.M. knows exactly what grade J.G. has difficulty attaining goals.
assignment, students were is acceptable for her, and she He does not seem to have the
required to explain how their does just enough to make sure foresight to complete the steps
model related to the novel/story. she reaches that goal. necessary to get the result he
E.T. provided clear, well- wants.
reasoned explanations, even
when the connection between the
story/novel and the model was
not clearly evident to me as the
teacher.
Brief description Brief description Brief description
Student 1 Student 2 Student 3
On several different occasions, Z.M. creates wildly outlandish Not observed.
when given a project assignment, stories when allowed to write
E.T. created intricate models and narratives in class, or if she
dioramas with minimal supplies. finishes assignments early.
He created some awesome
projects out of nothing but
cardboard, construction paper,
tape, & twine.
Brief description Brief description Brief description
Student 1 Student 2 Student 3
 Makes jokes Not observed. Always making jokes, sometimes
Uses physical as well as verbal strange jokes.
Ability to synthesize key ideas or humor Finds humor in odd situations.
problems in a complex situation Quick to make a joke at any
in a humorous way; exceptional given opportunity.
sense of timing in words and
gestures.