Category: differentiation
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Exit Policy Survey: Balancing Needs, Performance, and Parental Consent
Many readers responded to the Gifted Weekly Exit Policy research review survey. While there is limited academic research on this issue, it is clearly a significant concern within the gifted education community. Recommendations are included from reader responses.
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No Exit: Once Gifted, Always Gifted?
Why Gifted & Talented Research Doesn’t Talk Much about Exit Policies Although research does not explicitly address removing students from gifted programs, inference and implications point to the following: if a program has stated goals, with identification processes that align with those goals, then the indicators that allowed for a…
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Differentiation in Gifted Ed: Remember These 4 Approaches? (Part 3)
Exposure to the concepts behind differentiation is common, but the practical application can be unclear or forgotten amid other teaching demands. How many of these are regularly integrated into our lessons?
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Differentiation – Various Approaches (Part 2)
Last week we considered the most common methods employed by teachers to support and develop ability in students, as noted in the meta-analysis conducted by Nicholas et al. This week, we consider the next three methods: open-ended, problem-based inquiry; resourcing that goes beyond; and inviting choice.
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Differentiation As a Tool to Unlock Potential (Part 1)
In their analysis of 38 studies published from 2000-2022, Nicholas et al. note that traditional notions of giftedness are changing, with a focus shifting from performance alone to recognizing its complex and context-dependent nature. This includes acknowledging socio-emotional factors and societal influences that may impact identification, which links to Grant’s…
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