Recognizing Gifted Potential:

Planned Experiences with the KOI, 2nd ed.

Planned Experiences • General Forms

Scoring Planned Experiences

Developing District Norms for Student Products

Format for Developing Additional Planned Experiences

Demonstration Planned Experiences

The Planned Experiences

(Some Planned Experiences do not have reproducible forms.)

Animals Should Definitely Not Wear Clothing, Grade 2

Attribute Blocks, Grade K

Attribute Cards, Grade 1

Attribute Classifications, Grades 2-6

Drawing Starts, Grades K-6

A House Is a House for Me, Grade 3

Image Writing, Grades 2-6

It Looked Like Spilt Milk, Grade K

Math Shapes, Grade K

Patterning, Grades K-6

Problem Solving with Shapes, Grades K-1

Problem Solving with Shapes, Grades 2-6

Q Is for Duck, Grade 1

Rebus Stories, Grades K-6

Science Venn, Grades 1-6

Ten Black Dots, Grade K

Tomorrow’s Alphabet, Grade 2

Kingore Observation Inventory, 3rd ed.

Prologue: Being Gifted Is Like Having a Really Nice Car

Understanding the Diversity of Gifted Students

Chapter 1

1.1: Creativity Demonstrated in the KOI Categories

1.2: Traditional Conceptualization of Giftedness

1.3: Underrepresented, Underserved Conceptualization of Giftedness

1.4: 10 Key Findings and Takeaways

Chapter 2

2.1: KOI–General Population

2.2: KOI–Culturally and/or Linguistically Different Populations

2.3: KOI–Low-Income Populations

2.4: Negatively Perceived Behaviors of the Gifted

2.5: The KOI Jot Down

2.6: In a Nutshell–KOI Observation Procedures

Chapter 3

3.1: Completed KOI Jot Downs

3.2: Tallies and Categories for the Completed KOI Jot Downs

3.3: A Quiz: Matching KOI Patterns with Students

3.4: KOI Holistic Rubric

3.5: KOI Scoring Form for Recommended Services

3.6: Developing District Norms

3.7: District Norms for the KOI

3.8: Student Profile for Recommended Services

Chapter 4

4.1: Detrimental Effects When Recognition and Nurturing Are Denied

4.2: Recognizing and Nurturing Emergent Talents

4.3: Professional Development: The Nature and Needs of High-Aptitude Students

4.4: Professional Development: How to Implement the KOI Process

4.5: Professional Development: Differentiating Instruction in a Realistic and Effective Manner

4.6: Statements We Never Thought We’d Hear and Hope to Never Hear Again

4.7: Gifted Characters in Books, Movies, and Television

4.8: Academic Conversations for Reflection

4.9: Lesson Plan: Integrating KOI Activities

Article: Professional Development to Implement the KOI With Integrity: A Coordinator’s Perspective

Article: Recognizing Gifted Potential in Primary Children: A Three-year Pilot and Professional Development

Article: Curriculum-Embedded KOI

Chapter 5

5.1 & 5.2: Family Recognition Portfolio–Representing Your Child’s Talents

5.3: Rubric for Family Recognition Portfolio

5.4: Communicating with School Personnel About Your Gifted Child

5.5: Strategic Questions to Promote Your Child’s Thinking

Chapter 6

6.1: 3-2-1 Strategy

6.2: Word Web

6.3: Rectangle Color Logic

6.4: Circle Color Logic

6.5: Number Challenge

6.6: Point of View Venn

6.7: How Do You and this Character Compare?

6.8: How Do You and this Eminent Person Compare?

6.10: Question Quest

6.11: Perspective Map

6.12: Wildlife Comic Characters

6.13: ME

6.14: WE

6.15: Thinking About

6.16: Yesterday, Today, Tomorrow

6.17: Bank of Interview Questions

6.18: Alphabet Time

6.19: Connection Map–Tier 1

6.20: Connection Map–Tier 2

6.21: PMI

Chapter 7

7.1: Nine Strategic Questions that Promote Deeper Learning

7.2: KOI Questions and Statements to Stimulate Curriculum Complexity and Depth

7.3: Dinosaurs

7.4: Weather

7.5: Division

7.6: The Civil War

7.7: Ecology

Epilogue: Jean Piaget

Appendices

A – Glossary

B – A Quiz: Matching KOI Patterns with Students (Answer Page)

C – Relationship of KOI Holistic Scores, Standard Scores, Percentile Ranks, Stanines, and Standard Deviations

1990 Construct Validity Study

2015 Construct Validity Study