Gifted Weekly

Development of potential wins over innate ability, every time.

Last week we considered the most common methods employed by teachers to support and develop ability in students. The most common approaches, as noted in the meta-analysis conducted by Nicholas et al., are (a) challenge and higher-order thinking, and (b) catering for interests. Suggestions were provided for utilizing these approaches. This week, we consider the next three methods:

• open-ended, problem-based inquiry
• resourcing that goes beyond, and
• inviting choice

Open-ended, problem-based inquiry

Consider those projects where we challenge our students to consider themselves as citizens of their local community or even the larger world. What problems do we face? What strategies and ideas can they devise to solve problems they care about, such as climate change, social media woes, or the quality of the food in the cafeteria? If there is a “right” answer, we are doing it wrong. Employ research skills, outside experts, and authentic presentations of their work to outside community members.

Resourcing that goes beyond

How can we tap into rich resources beyond what our students are expecting to provide a robust learning experience? Move from an essay to an app developed with MadLearn or Scratch, to share with a parent who is a programmer. Develop a competition where students judge each other’s proposals (anonymously) or other students in grades above or below provide feedback. Instead of a book on Mars, lend a student a telescope or tap into NASA’s high resolution videos.

Inviting choice

Inviting choice is listed as separate from catering for interests because of a focus on format with this idea of choice vs. interest. Students have a range of options from, “full autonomy to choose “what, how, and with whom they were studying” (Douglas, 2004, p. 227), to various levels of negotiation including the creation of learning contracts (McAdamis, 2000)” (Nicholas et al., 2024).

TAKEAWAYS

As educators or parents of high-ability students, we are aware of the importance of using different approaches to keep their work both challenging and engaging. Their diverse personalities and experiences require that we employ a variety of tools to tap into their potential, not simply those which have met with the greatest success in the past.

SOURCES

Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation. Gifted Child Quarterly, 68(2), 154-172. https://doi-org.ezproxy.neu.edu/10.1177/00169862231222225