Teaching Gifted Students

Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally. In observing a resource room teacher gifted learner at the elementary and middle school level I found in the classroom bulletin boards, computers, visual aids, posters and many different kinds of books.

In observing the gifted students there were six teaching strategies that were used to work with the students. Investigative techniques where the students explore appropriate investigate techniques which include hypothesis selection, determination of research method, exploration, organization and analysis of data, and verification and evaluation of conclusions. Information gathering where the students are exposed to the use of information gathering techniques such as observation, surveys, multimedia research, interviews, experiments, and stimulations. They are taught what sources are available and appropriate for investigations, and use specific sources for a variety of data. They develop understanding of how and why sources of information are organized and practice retrieval of relevant information. Another strategy was community resources where students have access to a wide variety of community resources. This includes field trips, guest presentations, mentors, and career internships. Problem solving is another strategy which the students are taught to apply a structured, sequential method of problem-solving in an imaginative way. Students strive to utilize both divergent and convergent thinking skills as they seek to balance random idea generation with logical and analytical thinking. Imagination development where the students engage in activities which stimulate creative imagination development. These activities enable student to form many unique mental images. The process requires the rearrangement or manipulation of information. Techniques included in imagination development are dramatization, simulation, role-playing, visualization, and creative problem solving. The final strategy is the guidance which students are encouraged to develop realistic self-concepts to set appropriate personal goals, and to form attitudes and establish communication skills which will enable them to function productively in society.

Gifted students benefit from participating in activities that are different from those designed for other students. Such alternative activities extend basic concepts and allow students to connect their personal interests to the course curriculum. Extra credit activities should be avoided as they send a message that more work is required. Two strategies that are helpful to teachers in managing alternative activities are compacting and contracts. Compacting the students who demonstrate previous mastery spend less time with the regular curriculum and more time with extension and enrichment opportunities. Contracts are written agreements between teachers and students that outline what students will learn, how they will learn it, in what period of time, and how they will be evaluated. Contracts allow students to engage actively in the decision-making process, directing their course of study. Independent study the study must demonstrate mastery at appropriate checkpoints to continue this arrangement for the rest of the unit. They must participate in selected group activities