Meeting the Needs of the Gifted Leaner

Lindsay Kielley

Anne Mucci

Steffi Pfau

Setting Session Goals

• Review of individual expectations

• Discussion of classroom experiences with gifted learners

• Option to extend conversation for third hour. The third hour will further address individual needs, review curricular support materials and allow for the collaborative development of lesson goals

Bright or Gifted?

• Knows the answers• Is attentive• Grasps the meaning• Sequential presenter• Is alert• Enjoys peers• Works hard• Listens with interest• Enjoys school• Answers the questions

• Ask the questions• Is mentally & physically involved• Draws inferences• Thrives on complexity• Is keenly observant• Prefers adults• Plays around yet tests well• Shows strong feelings and opinions• Enjoys learning• Discusses in detail, elaborates

What do gifted children look like in the classroom?

• Tend to get work done quickly• Ask probing questions that reflect depth of

understanding frequently• Have unusual interests, more common among

older students• Is not willing to accept superficial responses• Has a highly developed sense of humor• Is sensitive to injustices on a personal and world

wide level• Sees relationships among seemingly diverse ideas

The Mathematically Gifted Student

(Adapted from Scales for Rating the Behavioral Characteristics of Superior Students by Joseph S. Renzulli, Sally M. Reis, M. Katherine Gavin, Del Siegle, & Rachel Sytsma)

• is eager to solve challenging math problems. (A problem is defined as a task for which the solution is not known in advance.)

• organizes data and information to discover mathematical patterns.• enjoys challenging math puzzles, games, and logic problems.• understands new math concepts and processes more easily than other

students.• has creative (unusual and divergent) ways of solving math problems.• displays a strong number sense (e.g., makes sense of large and small

numbers, estimates easily and appropriately).• frequently solves math problems abstractly, without the need for manipulatives

or concrete materials.• has an interest in analyzing the mathematical structure of a problem.• when solving a math problem, can switch strategies easily, if appropriate or

necessary.• regularly uses a variety of representations to explain math concepts (written

explanations, pictorial, graphic, equations, etc.).

He may be gifted but…

• He refuses to do homework• She won’t move on to another topic• He is critical of me and his peers• She vocally disagrees with adults• He makes jokes at inappropriate times• She gets angry and cries easily• He doesn’t pay attention to details and turns in

messy work• Doesn’t accept authority, is stubborn and

domineering

District Programs

• Student Demographics

PEAK Program

• ALPS Program

• ARC Program

• Mentorships

• Curriculum compacting support

• School wide enrichment program

• Ability grouping in grades 8-12

Teacher Responses to Typical Gifted Behavior

Recognized behavior Teacher's Response Unchecked Behavior

highly verbal lots of oral practice disruptive student

quick to learn modify pace, breadth, depth bored, underachieving

curious nature allow browse time frustration

perfectionist set reasonable goals highly stressed

non-conforming provide guidance social problems

works alone provide opportunities difficulties in groups

How can teachers best meet the needs of the

gifted students in their classes?

• Identify differing learning styles

• Support various learning styles by incorporating them into a differentiated instruction template

• Adjust questioning techniques

• Offer independent study opportunities

• Create challenging learning centers

Once students are grouped by ability what is the responsibility of the teacher?

• Emphasize valuable character traits such as manners, sensitivity and patience

• Promote opportunities for gifted learners to enjoy positive peer relationships

• Ensure that gifted learners avail themselves of the support and guidance of counselors

Structuring the High School Classroom for Gifted Learners

• Aim to become a facilitator Foster the creation of a student-centered

classroom

• Establish parameters for project work Allow students to use parameters to engage in

independent and collaborative group work Involve students in determining criteria for

evaluation, including the weighting of projects and the establishment of rubrics

Don’t Be Afraid to Challenge Your Students

• Raise the bar: your students will meet your level of expectation

• Tap into special interests of your students, especially those that involve creative talents

• Encourage them to share their knowledge and special capabilities with others

Collaboratively Planning for the Gifted

• Sharing lessons using an E-Forum

• Including plans for students at articulation meetings

• Elect “team experts” for specific topics

• Gain resources, ideas from administrators