What makes a student a gifted and talented student, an academic versus PRE-AP student, a SPecial EDucation student? It is based on how students learn, how they process information, how equipped they are to master the content. Those students who need extra help, more time to process, may be placed in special education classes while those students who process faster are placed in a more advanced curriculum. GT, gifted and talented, is a very misunderstood placement. Many feel it is elitist only benefiting affluent students, others feel it is a reward for being motivated and creative. It is neither. It is a curriculum designed to best accommodate the needs of students who think differently and need a challenging, rigorous pace. As much as special education is designed to help struggling students meet their goals, GT's purpose is to help students who process information in their own way, reach their optimal potential.
A gifted program should not be an experimental group led by whoever is available. It needs to be developed and implemented by educators who truly understand the minds of GT students. Much like a special education classroom is supported by special education teachers who understand the minds of special education students. A gifted classroom should be taught by a teacher who uses inquiry and STEAM, builds creative and stringent lessons and most importantly allows students to lead and take ownership of their own learning. An educator who appreciates experimentation and student-centered lessons needs to be the docent of learning, a facilitator and guide. Unfortunately, some schools end up filling their gifted positions with whoever is available, teachers with no prior knowledge about gifted education. A basketball coach is well-trained to coach his team. An art teacher loves art and can teach it with ease. A chef is experienced with the culinary arts and can lead a kitchen staff creating a perfect menu. Educators need to be comfortable and qualified in their level of curriculum. Experience and training is key to creating a diverse, challenging curriculum for a gifted program.
A student who enters a gifted program is not being rewarded for perfect work or great behavior. They are being placed in an academically challenging atmosphere in which they can thrive. Students who learn differently are grouped together to best enhance their skills and style of learning. Their learning abilities are significantly different from the norm. They process information so quickly they need to work at a faster and more quick pace. GT is not a program for students with exceptional grades. Rather, it is a program for students with exceptional abilities and potential who may or may not have exceptional grades to show for it. Motivation, creativity, ability, potential all play a role in whether a student is gifted. Also, students may be gifted in some subject areas and not in others. A great GT program creates an environment where students can find other students who think like they do. To find role models to help push themselves to reach their goals. When a class is designed for collaboration, flexibility, and student-centered leadership having like-minded students grouped together helps. It builds a strong sense of camaraderie because the level of intelligence is more equalized.
A gifted program should not be an experimental group led by whoever is available. It needs to be developed and implemented by educators who truly understand the minds of GT students. Much like a special education classroom is supported by special education teachers who understand the minds of special education students. A gifted classroom should be taught by a teacher who uses inquiry and STEAM, builds creative and stringent lessons and most importantly allows students to lead and take ownership of their own learning. An educator who appreciates experimentation and student-centered lessons needs to be the docent of learning, a facilitator and guide. Unfortunately, some schools end up filling their gifted positions with whoever is available, teachers with no prior knowledge about gifted education. A basketball coach is well-trained to coach his team. An art teacher loves art and can teach it with ease. A chef is experienced with the culinary arts and can lead a kitchen staff creating a perfect menu. Educators need to be comfortable and qualified in their level of curriculum. Experience and training is key to creating a diverse, challenging curriculum for a gifted program.
A student who enters a gifted program is not being rewarded for perfect work or great behavior. They are being placed in an academically challenging atmosphere in which they can thrive. Students who learn differently are grouped together to best enhance their skills and style of learning. Their learning abilities are significantly different from the norm. They process information so quickly they need to work at a faster and more quick pace. GT is not a program for students with exceptional grades. Rather, it is a program for students with exceptional abilities and potential who may or may not have exceptional grades to show for it. Motivation, creativity, ability, potential all play a role in whether a student is gifted. Also, students may be gifted in some subject areas and not in others. A great GT program creates an environment where students can find other students who think like they do. To find role models to help push themselves to reach their goals. When a class is designed for collaboration, flexibility, and student-centered leadership having like-minded students grouped together helps. It builds a strong sense of camaraderie because the level of intelligence is more equalized.
GT should never be extra work because students are bored. But rather, a stimulating and engaging opportunity to fulfill potential and need. Gifted students don’t need busy work they need challenging work. They don’t need you to keep them busy or quiet with more worksheets or extra credit handouts. They need to be pushed in a faster momentum to learn at a more rigorous pace. This means providing them with opportunities for work and learning that are at their readiness level. Just as in special education, level and processing skill is crucial in determining placement. A gifted program is not for students who are "better" or "more special” but a program for kids who think and learn dramatically differently from the norm. The norm being the median level that most children fall into, those who do not fall into a gifted or special education program.
A gifted program is not only for good children. but for every child who need more depth, breadth, and a quicker pace. It is not a test of what the the student knows but an opportunity for children to go beyond what they don't know. To build interest, curiosity and relevance that will help them find their own path. This can build self-confidence and self-esteem however, it is not designed to single out those with more intelligence but those with the potential to excel and to prepare students for their personal growth through accelerated learning opportunities. The goal of a gifted program should not be to create a future class of "genius" individuals, the goal of a gifted program should be to reach exceptional learners where they are, stretch and challenge them to progress to the next levels of their potential, and equip them with the skills to push themselves, add to their schema, and fulfill their potential on their own for it is their ownership that makes all the difference.
A gifted program should not merely address academic needs, but also social and emotional needs of our students. If students skip a grade in Math, for example, or enter classes with older students, educators need to provided them with opportunities to learn the social and emotional skills that will enable them to successfully tackle and conquer that challenge. To be able to make connections with their peers through collaboration. Also, many gifted students struggle with stress in the form of perfectionism, procrastination, and high expectations on themselves and from parents. Positive reinforcement, teaching social skills, academic strategies and coping mechanisms will help gifted students excel and adjust to the challenges of an accelerated curriculum. Fulfilling their talents and potential will only happen if a structures gifted program, experienced educators are facilitating the curriculum, and social and academic skills are reinforced throughout. This will allow students to learn how to overcome, or at least manage, the pressure and stress of a rigorous and challenging academic curriculum.
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