PRactical inclusive strategies
While gifted education programs exist in urban settings, it is possible that gifted students will continue their education in general classrooms. Alberta Education (2012) suggests that "enriched learning can be provided within the regular classroom by substituting and adding activities that foster higher-level thinking skills and problem solving" (p. 180). One should carefully consider that enhanced learning is occurring rather than increased workload (Alberta Education, 2012).
Many of the same strategies to support gifted students can be used in both general and specialized settings. For this reason, many practical inclusive strategies are explained in other headings (i.e. enduring strategies and instructional considerations). In the interest of space, please refer to these sections for more inclusive strategies.
Research suggests the following strategies be used to reduce gifted underachievement and include students in classrooms. While these strategies may challenge gifted students, they can also benefit other students in the class (Alberta Education, 2012; Westmount Charter School, 2012):
1. Modifying the curriculum
Differentiated curriculum and instruction is one way to modify curriculum to support gifted students. It helps engage gifted students in material with sufficient challenge. When students are able to incorporate their interests into curriculum they are generally more engaged in the learning process (Daniels & Piechowski, 2009, p. 94). Since gifted students are at risk of perfectionism, differentiated instruction helps students be challenged in their learning. Differentiation to enhance curriculum can be used in the following ways (Alberta Education, 2012; British Columbia Ministry of Education, n.d.):
2. Individual Student Recognition and Attention
One of the most important considerations for teachers to appreciate is that gifted students behaviours are true to their inner self, are strengths and contribute to overall development. For this reason, modulating and regulating behaviours are important, rather than dismissal, diminishing, resisting, defying or fighting these traits (Daniels & Piechowski, 2009).
Gifted students often fear failure, success, not being accepted of not meeting or exceeding expectations (Silverman, 2012). Gifted students can withdraw and become quiet in order to cope with the differences they have. Developing student profile can help teachers pay attention and recognize each student’s unique interests and abilities. Student profiles should be flexible documents and built on many sources of information including teachers, student reporting, parents, etc. It is important to consider academic achievement (reading, writing, listening, speaking, math, etc), learning style, strengths, interests, special abilities, culture, past education, life experiences and home life (British Columbia Ministry of Education, n.d.).
Goal setting that places attention students individual needs and learning can be included in learning profiles. Students, teachers and parents can collaboratively set SMART (e.g. specific, measurable, attainable, relevant, timely) for areas of strength and growth. When students are involved in setting and monitoring goals they take ownership in their learning, apply higher order thinking and metacognition. Goals should be adjusted and monitored accordingly (Alberta Education, 2012).
3. Support and Encouragement to Improve Self-Esteem as Learner
Teachers play important roles in creating an environment of “affection, trust [and] encouragement” (Daniels & Piechowski, 2009, p. 248). To help improve self-esteem of learners, teachers must help students understand the inevitability of mistakes and growth that comes from it. Students can learn first hand about this growth, when they take risks and try new things while learning. For gifted students to feel comfortable doing this, especially those with heightened emotional oversensitivities, students need to feel comfortable, nurtured and supported in school (Daniels & Piechowski, 2009, p. 248).
One way of doing this is having an adult guest speaker talk to students about learning from mistakes. Since gifted students often connect and relate with adults, a mentor or presentation from an adult will be helpful for gifted students to learn and appreciate this subject (Daniels & Piechowski, 2009, p. 45).
Additionally, teachers can teach important skills of self-reflection. During the entire learning process and with the final product, teachers can support gifted students in asking questions about what they are doing, what is strong and what could be improved. For example, “what part(s) are you please with, what part(s) were you not pleased with, what would you do differently next time?” (Daniels & Piechowski, 2009, p.45).
Teachers can also get gifted students to hand in “sloppy copies”. These copies are taken at various stages of a project, where gifted students are not yet at the finalized, perfect product. Daniels and Piechowski (2009) states these copies can be taken at times when erasers can not be used, however a teacher should be cautious in these circumstances since this can be anxiety provoking for gifted students. Teachers can review work with the student using the “WIMIs – Why I Missed It” strategy. This helps gifted students value the process rather than final product and grade (Daniels & Piechowski, 2009, p.161).
British Columbia Ministry of Education has created an excellent resource highlighting the different levels of services suggested depending on the type of educational needs and intervention gifted students need. It can be accessed at http://www.bced.gov.bc.ca/specialed/gifted/app1.htm
Many of the same strategies to support gifted students can be used in both general and specialized settings. For this reason, many practical inclusive strategies are explained in other headings (i.e. enduring strategies and instructional considerations). In the interest of space, please refer to these sections for more inclusive strategies.
Research suggests the following strategies be used to reduce gifted underachievement and include students in classrooms. While these strategies may challenge gifted students, they can also benefit other students in the class (Alberta Education, 2012; Westmount Charter School, 2012):
- Modifying the curriculum
- Provide individual student recognition and attention
- Provide individual support and encouragement to improve self-esteem as a learner
1. Modifying the curriculum
Differentiated curriculum and instruction is one way to modify curriculum to support gifted students. It helps engage gifted students in material with sufficient challenge. When students are able to incorporate their interests into curriculum they are generally more engaged in the learning process (Daniels & Piechowski, 2009, p. 94). Since gifted students are at risk of perfectionism, differentiated instruction helps students be challenged in their learning. Differentiation to enhance curriculum can be used in the following ways (Alberta Education, 2012; British Columbia Ministry of Education, n.d.):
- Incorporate content with broad-based issues and themes
- Complete interdisciplinary studies
- Allow students to self-select topics for in-depth study and research
- Develop independent and self-directed study skills
- Keep tasks and questions open-ended
- Use research skills and methods in inquiry
- Integrate basic and high level thinking skills
- Encourage and include complex and abstract thinking skills
- Evaluate student outcomes though self-appraisal, class made rubrics, criterion-referenced and/or standardized instruments
- Include meaningful activities where students interests are included in curriculum and projects
2. Individual Student Recognition and Attention
One of the most important considerations for teachers to appreciate is that gifted students behaviours are true to their inner self, are strengths and contribute to overall development. For this reason, modulating and regulating behaviours are important, rather than dismissal, diminishing, resisting, defying or fighting these traits (Daniels & Piechowski, 2009).
Gifted students often fear failure, success, not being accepted of not meeting or exceeding expectations (Silverman, 2012). Gifted students can withdraw and become quiet in order to cope with the differences they have. Developing student profile can help teachers pay attention and recognize each student’s unique interests and abilities. Student profiles should be flexible documents and built on many sources of information including teachers, student reporting, parents, etc. It is important to consider academic achievement (reading, writing, listening, speaking, math, etc), learning style, strengths, interests, special abilities, culture, past education, life experiences and home life (British Columbia Ministry of Education, n.d.).
Goal setting that places attention students individual needs and learning can be included in learning profiles. Students, teachers and parents can collaboratively set SMART (e.g. specific, measurable, attainable, relevant, timely) for areas of strength and growth. When students are involved in setting and monitoring goals they take ownership in their learning, apply higher order thinking and metacognition. Goals should be adjusted and monitored accordingly (Alberta Education, 2012).
3. Support and Encouragement to Improve Self-Esteem as Learner
Teachers play important roles in creating an environment of “affection, trust [and] encouragement” (Daniels & Piechowski, 2009, p. 248). To help improve self-esteem of learners, teachers must help students understand the inevitability of mistakes and growth that comes from it. Students can learn first hand about this growth, when they take risks and try new things while learning. For gifted students to feel comfortable doing this, especially those with heightened emotional oversensitivities, students need to feel comfortable, nurtured and supported in school (Daniels & Piechowski, 2009, p. 248).
One way of doing this is having an adult guest speaker talk to students about learning from mistakes. Since gifted students often connect and relate with adults, a mentor or presentation from an adult will be helpful for gifted students to learn and appreciate this subject (Daniels & Piechowski, 2009, p. 45).
Additionally, teachers can teach important skills of self-reflection. During the entire learning process and with the final product, teachers can support gifted students in asking questions about what they are doing, what is strong and what could be improved. For example, “what part(s) are you please with, what part(s) were you not pleased with, what would you do differently next time?” (Daniels & Piechowski, 2009, p.45).
Teachers can also get gifted students to hand in “sloppy copies”. These copies are taken at various stages of a project, where gifted students are not yet at the finalized, perfect product. Daniels and Piechowski (2009) states these copies can be taken at times when erasers can not be used, however a teacher should be cautious in these circumstances since this can be anxiety provoking for gifted students. Teachers can review work with the student using the “WIMIs – Why I Missed It” strategy. This helps gifted students value the process rather than final product and grade (Daniels & Piechowski, 2009, p.161).
British Columbia Ministry of Education has created an excellent resource highlighting the different levels of services suggested depending on the type of educational needs and intervention gifted students need. It can be accessed at http://www.bced.gov.bc.ca/specialed/gifted/app1.htm
