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Bertie Kingore, Ph.D. Prepare a
small selection of your child's products
Schools want to provide opportunities for children to learn as much as they are ready and able to learn. Your insight about your child's at home demonstrations of learning heighten our understanding of your child's needs. A portfolio increases the credibility of your advocacy for your child by documenting the depth and complexity of your child's work. Product examples increase the likelihood that your perception of your child's needs is accepted and respected inasmuch as the products illustrate each gifted characteristic you have observed.
• Use a pocket folder or photo album (one-inch thickness) as a portfolio container to organize a few products your child has produced. Photographs can be used to represent large or three-dimensional items. • Keep the portfolio small. Six to ten items are probably sufficient to represent your child's talents. A small sampling of carefully selected products makes a more thoughtful presentation than a large scrapbook approach. Educators have demanding work loads and are more likely to have time to attend with interest to a sampling. • Date each product. It is significant for authenticity and achievement level comparisons to note when each item was completed. • If needed for clarity, prepare brief product annotations that explain how your child demonstrated a specific characteristic through that product or during the process of completing that product. • Briefly describe additional exceptional behaviors frequently displayed by your child, such as independent thinking, problem solving, and questions about topics or concepts not typically asked by children. You are in a unique position to recount to others the process as well as the products of your child's learning. • Share written anecdotes of the child's expressed perceptions of school that suggest advanced sensitivity and unexpected points of view. Use your child's own words to describe the challenge or lack of it in learning situations. For example, children often tell adults that they are bored. What does your child really mean if she or he says "bored"? Record what your child says about when and how they are bored at school.
The included portfolio products list is meant to prompt ideas of a wide range of products that might be appropriate in your child's portfolio. Select products that are an integral reflection of what your child has learned rather than artificial activities and isolated skills. Let the portfolio represent the main idea you want educators to understand about your child. Products that document giftedness demonstrate depth, complexity, and the ability to process and reorganize information to produce a product unique for that age or level. The products may substantiate your child's interest and expertise in topics that are not typical. Products selected for a portfolio must be completed by the child without assistance for two important reasons. Foremost, because your child's self esteem is influenced by his or her competent personal achievements. Remaking products into adult projects risk children acquiring feelings of doubt and ambiguity about their abilities. Secondly, the portfolio is taken more seriously when the products look child-appropriate rather than adult-level perfect. Educators are suspicious of products that suggest extensive adult intervention.
As an advocate rather than an adversary, assume the clear stance that you want what all parents want for their children: the opportunity for children to learn as much as they are ready and able to learn. All children deserve to learn at their optimum readiness level--even the gifted. Be an advocate whose only motive is to insure your child's right to an appropriate education. If we are motivated by children's best interests and not our ego needs, our efforts will usually guide us in the most appropriate direction.
Art Art
pieces should include the child's natural, creative
explorations and interpretations (rather than
crafts). Art
reflects development levels, interests,graphic
talents, abstract thinking, and
creativity. Audio
tapes Tape
the child's explanation of advanced concepts,
philosophical viewpoints, musical creations,
problem solutions, and ideas. Audio
tapes verify vocabulary, fluency, creativity,
high-order thinking, and concept depth. Computer Document
computer skills through applications of more
sophisticated software and programs created by the
child. Computer-generated
products indicate computer literacy, analysis,
content-related academic skills, and applied
concepts. Dictations Write
you child's dictated explanation of a product or
process. Prompt these dictations with statements
such as: "Tell me how you did that." Dictations
increase adults' understanding of the why and how
of what children do. It may indicate advanced
vocabulary, high-level thinking, fluency, and
conent depth. Graphs
or charts Some
children produce graphs or charts to represent
relationships, formulate problems, illustrate math
solutions, and demonstrate the results of
independent investigations. Graphs
or charts demonstrate specific skills or concepts
applied in the task, high-level thinking, data
recording strategies, and organizational
skills. Photographs Photograph
your child's math patterns, creative projects,
dioramas, sculptures, constructions, experiments,
models, or organizational systems. Photographs
represent three-dimensional products. They provide
a record when no paper product is
feasible. Reading
level AProvide
one or two examples of books or printed material
your child reads independently (not material your
child has memorized). Include your child's
reflection of the book to demonstrate analysis
skills. All
children do not read and interpret advanced-level
materials. However, since advanced learning
opportunities often require reading independence,
educators are interested in students' reading
levels. Research Gifted
students usually have information and expertise
beyond the age-level expectations in one or more
areas. Share examples of the independent studies
pursued by your child. Research
products reveal specific interests, synthesis,
content depth, and complexity of
learners. Video
tape Video
tapes are wonderful ways to document performing
arts and your child's learning process. they are
less applicable to substantiate academic skill
development due to the equipment and time necessary
to show the tape. Limit tape entries to three or
four minutes if they are to be reveiwed by
educators. A
video presents a significant visual record and
integration of skills and behaviors. When recording
group interactions, a video can demonstrate
interpersonal and leadership skills. Written
products Provide
examples of original works written by your child
including stories, reports, scientific
observations, poems, or reflections. Written
products may demonstrate advanced language,
thinking, organization, meaning construction,
concept depth, and complexity. |
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Kingore, B. (2001). The Kingore Observation Inventory, 2nd ed. Austin: Professional Associates Publishing. www.bertiekingore.com |
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