Category: gifted education
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Gifted Learning Outside the Comfort Zone
HIghly able students can become too comfortable because of their academic abilities. Providing challenging new material or topics can open up new levels of learning for gifted students.
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Not-So-Lazy Days of Summer
If we work with our students to build on their interests, a few structured summer activities can help them grow rather than founder.
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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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Unlocking Universal Testing: Broad Criteria for Implementation
Questions continue circulating among gifted program teachers and administrators regarding the most accurate, fair, and cost-effective system. While universal screening is advocated as a means to enhance the gifted identification process (and rightly so!), practical guidance on its implementation remains limited.
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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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Overreliance on IQ Testing Leads to Unsupported Students
Assessments of the gifted should provide objectivity and a data point which can be consistent across a range of abilities. However, in some cases the test used to evaluate the level of ability in students is both inaccurate and limiting.
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Stay on the Move with Gifted Students
Human intellectual feats rise to their highest levels when accompanied by physical movement. We can model the importance of moving combined with thinking for our students. How?
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No Challenge = Low Growth for Gifted Students
It would be silly to argue that knowledge is finite and, therefore, gifted students learn less because there is only so much to learn. Nonetheless, this is an assumption that we live with in the typical, modern classroom. Time is spent on the critical task of bringing students up to…
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Vertical Differentiation: A Book Review
In her book, Emily L. Mofield has compiled a practical, realistic and highly readable set of 25 different approaches to that question in her Vertical Differentiation for Gifted, Advanced and High-Potential Students: 25 Strategies to Stretch Student Thinking. Almost any classroom teacher will find this useful…
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Gifted and Anxious? A Meta-analysis of the research
Are gifted children more anxious than the general populace? Although research has been conducted on this question, the answers are diverse. Three observations included in a recent meta-analysis conducted by researchers in France (Duplenne et al., 2024) provide useful insights for supporting gifted students’ mental health. 1 – Emotional Regulation…
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