A variety of methods can be used to address the educational needs of
gifted students, and it is important to match the child to the program.
Ideally, a school should offer a continuum of services, or an array of
services that vary in types and intensity. Services should address
different learning styles, learning paces, and levels of content.
Descriptions of programming options are typically offered for gifted
students with references to supporting research.
Grouping Options
Ability Grouping- the flexible regrouping of students
based on individual instructional needs.
Further Reading
- Kulik, J. A. (1992). An analysis of the research on ability
grouping: Historical and contemporary perspectives (RBDM
9204). Storrs, CT: University of Connecticut, The National
Research Center on the Gifted and Talented.
- Rogers, K. B. (1991). The relationship of grouping practices to the
education of the gifted and talented learner (RBDM 9102).
Storrs, CT: University of Connecticut, The National Research Center
on the Gifted and Talented.National Association for Gifted Children’s
Position Paper on Ability Grouping
(http://www.nagc.org/policy/pp_ability_grouping.pdf)
Cluster Grouping- the placement of a group of
similar-ability students in a regular classroom for all of or a portion of
their day.
Further Reading
Acceleration
Acceleration- the process of allowing high-ability
students to progress through school curriculum at a rate faster than the
average. These students are able to cover the same amount of material, with
the same degree of understanding as students in a regular classroom
setting, but in a shorter time frame. Some common acceleration strategies
used in schools include:
- Advanced Placement (AP)- students have the opportunity
to complete college level coursework and earn college credit through
examination while still in high school. Visit the College Board’s AP
site <www.apcentral.collegeboard.com>.
- Continuous Progress Curriculum (Flexible Pacing)- the
content and pacing of curriculum and instruction are matched to the
student’s abilities and needs. Students are pre-tested and begin
learning right where they are ready. Students are able to advance as they
master the curriculum.
- Concurrent or Dual Enrollment- students are enrolled
in elementary school and middle school or middle school and high school,
or high school and college simultaneously.
- Curriculum Compacting- allows highly able students to
“compact” or eliminate material already mastered from the curriculum,
thus allowing them to complete subject material in a shorter time span.
The time that is freed by compacting can be used for more challenging
learning opportunities.
- Early Entrance- students enter school (i.e.,
kindergarten or college) earlier than is expected.
- Grade Advancement or “Skipping”- occurs when a
student advances into a new grade that is at least one grade beyond the
next in sequence, also known as double promotion or grade skipping; for
example, a third grader who begins fifth grade without entering the
fourth. This option is probably the most controversial way of meeting the
needs of high ability students.
- Subject Acceleration- taking a course earlier than is
typical. For example, a third-grade student advanced in reading may join
a fifth-grade class for reading instruction.
Further Reading
- Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived:
How schools hold back America's Students: The Templeton National Report
on Acceleration. Iowa City, IA: Belin-Blank Center. (Volumes 1 and
2).
- Southern, T. & Jones, E. (Eds.) (1991). The academic acceleration
of gifted children, New York, NY: Teachers’ College Press.
- VanTassel-Baska, J. (2004). The acceleration of gifted students’
programs and curricula. In Karnes, F. A. & Stephens, K. R. (eds.)
fastback series, Waco, TX: Prufrock Press.
- National
Association for Gifted Children's Position Statement on
Acceleration
Differentiation
Differentiation- the modification of instruction based on
a student's academic needs. The content, process, product, or learning
environment can be modified to address the needs of the learner. Some
common differentiation strategies include:
- Tiered Assignments- assignments within the same lesson
plan which are structured at varied levels of complexity, depth and
abstractness to meet the need of students with diverse abilities.
- Learning Contracts- give students freedom to plan
their time and yet provide guidelines for completing work
responsibly.
- Curriculum Compacting- allows highly able students to
“compact” or eliminate material already mastered from the curriculum,
thus allowing them to complete subject material in a shorter time
span.
- Flexible Pacing- students are allowed to work at the
level most appropriate to their abilities.
- Self-Directed Learning- students make
decisions about what they would like to learn, set goals and assume
responsibility for completing their work, resolve problems that arise
during the experience, and evaluate their own work.
- Learning Centers- a designated area or portable center
designed to enrich a student’s interest in a given content area. These
centers can supplement curriculum covered in the classroom, as well as
provide information on a variety of topics not formally covered.
- Problem-Based Learning- type of problem solving in
which students are presented with an "ill-structured" problem that
resembles a real-life situation. Students are responsible for identifying
additional data and resources that they need and for deciding how to
present their findings and demonstrate their learning.
- Seminars- a small groups of students meet to learn
more about topics that are not covered in the regular classroom or to
expand on a topic that they have learned about in class.
Further Reading
Enrichment
Enrichment- provides students with experiences in regular
classrooms that are additional or supplemental to the established
curriculum. The enrichment experiences are planned with students’
particular needs and abilities in mind. Some common enrichment strategies
include:
- Academic Competitions- provide opportunities for the
growth and development of a variety of skills (i.e. creative problem
solving, critical thinking, communication, leadership, etc.) in an array
of academic areas.
- Independent Study- an individual, in-depth study of a
topic. Students usually work with a teacher or other adult to set an
appropriate pace for covering work in the subject.
- Learning or Interest Centers- a designated area or
portable center designed to enrich a student’s interest in a given
content area. These centers can supplement curriculum covered in the
classroom, as well as provide information on a variety of topics not
formally covered.
- Field Trips- a group excursion that extends learning
beyond the classroom into the community allowing students to engage in
firsthand observation and experimentation.
- Mentorships- an enrichment program that pairs an
individual student with someone who has advanced skills and experiences
in a particular discipline. This mentor can serve as an advisor,
counselor, and role model to the student.
- Summer and Weekend Programs- enrichmentclasses or
courses during the summer months. Such programs are often available
through colleges and universities as well as public and private
organizations
Further Reading
- Roberts, J. (2004). Enrichment opportunities for gifted learners. In
Karnes, F. A. & Stephens, K. R. (eds.) fastback series, Waco, TX:
Prufrock Press.
Other Options
International Baccalaureate Programme- a nonprofit
educational foundation based in Switzerland which offers advanced
curricular options for students in the final two years of secondary school,
for students in the 11-16 age range, and for students aged 3 to 12
years.
Further Reading
Pull-Out Program- students are "pulled-out" of the
general education classroom and a gifted education specialist facilitates
instruction and special studies based on ability and interests to a group
of identified students.
Special Schools- Specialized schools for high ability
students, usually with a specific focus (e.g., performing arts and/or
science, magnet schools, or schools within schools).
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Reprinted with the permission of Duke University. © 2008 Duke University Talent Identification Program.
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