GIFTED AND TALENTED

CASEY BROUSSARD AND

TINA KINCAID Dr. Marvin DavenportDifferentiating Classroom Instruction

Purpose of Gifted and Talented Programs

The purpose of a gifted and talented program is to recognize the exceptionality of gifted and talented students’ cognitive ability and the educational needs these students have as a result of their capability.

A gifted and talented program provides instructional approaches for educators.

Purpose of Gifted and Talented Programs

Two main instructional approaches used by teachers are accelerated and enrichment programs.

Accelerated programs allow gifted students to learn at a pace that fits their aptitudes and abilities.

Enrichment programs present students with the opportunity for students to expand exploration on curriculum in larger depth.

This program also encourages independent inquiry.

Purpose of Gifted and Talented Programs

Program Structure

The program structure for gifted and talented programs varies from district to district.

Some districts create separate classroom or schools for gifted students.

The coursework is separate for these students.

Students may be grouped for only part of the school day or week.

Program Structure

The way students are identified as gifted and talented varies.

The many ways states and school districts define gifted and talented, leads to a variability in identifying students.

Achievements tests, cognitive aptitude tests, observation and feedback from parents and teachers are used to identify gifted and talented students.

Instructional Requirements

Teachers must know they types of learning styles and interests of gifted and talented students.

Gifted students learn quickly and easily which can lead to boredom.

Teachers have to modify curriculum to meet the educational needs of their students.

There are several approaches that can be used: acceleration, enrichment, compacting, and differentiation.

Teacher-Specific Regulations

Gifted and Talented students are not protected by federal regulation; funding comes from the state and local level.

To help define instructional requirements, the National Association for Gifted Children created six standards to guide administrators and teachers at the local level.

Standard 1 – Learning and Development of the student. A teacher must understand the characteristics and needs of the student.

Standard 2 – Assessment of gifted and talented students. Assessing gifted learners is an essential part of monitoring each student’s learning progress and evaluation of programming.

Standard 3 – Curriculum Planning and Instruction. Teachers use information that is gained from the assessments to develop a comprehensive and sequenced core curriculum.

Teacher-Specific Regulations

Standard 4 – Learning Environment. A teacher has to create a safe learning environment that fosters personal and social responsibility, multicultural competence, and technical communication skills for leadership.

Standard 5 – Programming. Programming services address gifted learners’ needs in all settings. Teachers are aware of the evidence regarding the cognitive, creative, and affective development of gifted learners and they create programming to meet these needs.

Standard 6 – Professional Development. Any teacher that is involved in the implementation of gifted services must undergo professional development.

Teacher-Specific Regulations