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Gifted Learners in Gifted Learners in Regular Regular
ClassroomsClassroomsThe Challenge of The Challenge of Educators toEducators to
Challenge Challenge
the Giftedthe GiftedBetsy C. SnowBetsy C. Snow
The Challenge of The Challenge of Identifying the Identifying the Gifted/TalentedGifted/TalentedCharacteristics
• Learns new material faster/at an earlier age than peers
• Remembers what has been learned forever, making review unnecessary
• Is able to deal with concepts that are too complex and abstract for age peers
• Has a passionate interest in one or more topics and wants to spend time learning more about that topic
• Does not need to watch the teacher to hear what is being said; uses multiple brain channels to multi-task
**Some or all may apply.
Learning and BehaviorLearning and Behavior
Precocious Asynchronous
development Advanced vocabulary Comfortable with
abstract and complex thinking tasks
Curious Very intense,
emotional, excitable
Many interests and hobbies
Loves independent work High energy level Sensitive to feelings of
others, beauty, emotions Natural leader Easily frustrated Intolerant of imperfection Resists taking direction or
orders Advanced sense of humor
The Challenge of Creating a The Challenge of Creating a Learning Environment for Gifted Learning Environment for Gifted
StudentsStudents
Create a room that invites inquiry -variety of materials resources, technology
Use thematic instruction to connect content areas Activity areas for self-initiated projects Flexible seating arrangements Attractive, lesson-related activity options for
students who finish early Vary the atmosphere of the room Develop teacher-made or student-made learning
centers.
Flexible Grouping• Cluster groups where gifted
children can work together• Allow students to choose
group mates at times• Create ground rules• Evaluate students
individually and as a team
The Challenge of What to The Challenge of What to Teach and How to Teach ItTeach and How to Teach It
AccelerationAcceleration• Programming that results in advanced placement or credit• Moving faster through academic content• Includes curriculum compacting and grade-skipping
Enrichment Enrichment • Richer and more varied educational experiences• Overlaps acceleration• Examples are special foreign language classes or
Science/Social Studies fairs, Computer Labs
Compacting the Curriculum: Compacting the Curriculum: Two Key StrategiesTwo Key Strategies
Most Difficult First• Teacher gives assignment • 5 most difficult items
starred• Student can complete the
5 most difficult items first• If correct, he is exempt
from the rest of the assignment
• *Effective for students in pull-out programs who have to “make up” work
Pretests for Volunteers
• Student looks over upcoming content
• If student feels he is at master level, he takes pretest
• “Mastery” scorers are given full credit for that content
• Student may then work on more challenging activities chosen by the teacher
DifferentiationDifferentiation Providing gifted
students with different tasks and activities than their age peers
• Includes 5 elements: Content, Process, Product, Environment, and Assessment
• Note: G/T students do not need extra credit work or to become peer tutors!
The Challenge of Differentiating the The Challenge of Differentiating the CurriculumCurriculum
Content- acceleration, compacting, variety, flexible pacing, advanced concepts
Process- more challenging activities, use of higher-level thinking questions, activity selection based on student interests, self-directed learning
Product- students demonstrate learning in variety of forms; products should synthesize information (PowerPoint, play, newsletter)
Environment- receptive, nonjudgmental, wide variety of materials, complex
Assessment- stresses higher level thinking skills, creativity, and excellence in performance and product
Differentiating Reading- Differentiating Reading- Take the ChallengeTake the Challenge
Whole-Group Instruction
• One book read• Whole-class learning• Different books/same
tasks• Skill work by instruction.• Theme-based literature
circles; teacher-directed learning
• Standards and regular curriculum taught directly
Differentiation
• All read different books on the same theme.
• Study Guide with Extensions Menu
• Self-selected books/ different learning tasks
• Compacting• Self-selected literature
with Study Guide and Extensions
• Direct instruction only on
content not mastered.
Writing ActivitiesWriting Activities Rewrite a story from a
different character’s point of view
Write opposing viewpoints papers arguing two sides of an issue
Write poetry/ Invent new forms
Listen to music /write about feelings evoked
Description of a work of art Contact and interview a
writer/ Write a report
The Differentiating Math The Differentiating Math ChallengeChallenge
Extension Activities• Verifying problem solutions
in different ways• Finding multiple solution
methods for one problem• Puzzles and games• Conducting surveys and
graphing results• More complex homework
tasks• G/T students designing
more sophisticated homework tasks for other students
A Challenge Worth the A Challenge Worth the Effort!Effort!
Providing gifted students in regular classrooms
with curriculum that is sufficiently rigorous,
meaningful, and challenging is a venture
well worth the effort! Fulfilling the challenge for gifted students will produce well-educated,
well-adjusted, knowledgeable leaders
of tomorrow who can think clearly, creatively, and critically. Our world
will be a better place!
ResourcesResourcesBerger, Sandra L. (1991). Differentiating Curriculum for Gifted
Students. Retrieved June 5, 2007 from Educational Resources Information Center at Hoagies Gifted Education Page Web site: http://www.hoagiesgifted.org/eric/Archived/e510.html
Smutny, Joan Franklin. (May 200). Teaching Young Gifted Children in the Regular Classroom. Retrieved June 10, 2008 from Educational Resources Information Center at Hoagies Gifted Education Page Web site: http://www.hoagiesgifted.org/eric/e595.html
Winebrenner, Susan. (2001). Teaching Gifted Kids in the Regular Classroom (2nd ed.). Minneapolis, MN: Free Spirit Publishing Inc.