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.