Gifted, Creative, and Talented (page 4)

By — Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010


Numerous models of enrichment exist (Clark, 2002). The common element across enrichment programs is expansion upon the existing curriculum. Students are allowed and encouraged to study topics in depth that extend beyond the scope of the general education curriculum. The goals behind enrichment activities are to allow opportunities for critical thinking and problem solving through in-depth analyses of specific content areas. This is often accomplished by having students work independently on projects within general education classes. However, enrichment may also take place in off-campus settings. For example, students may be assigned to work with mentors in business and industry, or in university settings. In either case, general education teachers can facilitate coordination of programming for students who are gifted or talented.

Adapt Instructional Materials

In the case of either acceleration or enrichment, it may be necessary for general educators to adapt curriculum materials to better meet the needs of students who are gifted or talented. When students have demonstrated mastery of content, be prepared to move them ahead in the curriculum or design suitable enrichment activities that enable them to study more in depth in that area. Seek assistance from teachers who work with students who are gifted or talented and from guidance counselors, as well as from the families of the students.

Adapt Instructional and Evaluation Procedures

Be prepared to adapt your instructional procedures for students who are gifted or talented. They may not require intensive or explicit instruction on new content. You may be able to meet with them independently and briefly explain new concepts and content, thus allowing more time for either acceleration or enrichment activities. Students who are gifted or talented may also be able to provide tutorial assistance to age peers. Be aware that some gifted and talented youth may also require explicit instruction in study and organizational skills when work demands increase for them. Finally, evaluation methods can be modified to allow for assessment of enrichment and acceleration activities. More performance-based measures may need to be devised to obtain true indicators of students’ abilities on such tasks.

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