High Quality Curriculum For Gifted Learners

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

What is actually being valued to our students’? Dweck points out, “In our society, we seem to worship talent- and we often portray it as a gift”. (Pg.15) This is an absolute prime example why students’ tend to get defensive of each other's intelligence. For instance, students’ presume that the gifted get to attend class, sit there and become successful. In this case, that statement is incorrect, you have to work for the success you crave, creates problems within the students’. Not only teachers, but parents need to realize that praising children is the inaccurate approach to do, and it will later benefit them in doing

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

programs, the gifted child learns how to overcome adversity, a life-skill that benefits the gifted

The second compliance standard we discussed was “Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas.” She stated that the G/T students are given additional challenging and creative opportunities to master the content. Furthermore, G/T teachers are required to demonstrate the ways they facilitate the differentiated content for these students. This includes participating in projects and fairs, taking field trips, and encouraging student-centered instruction. The last standard we discussed was “A minimum of thirty (30) clock hours of professional development . . . required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services.” She mentioned that Plummer Middle School provides adequate staff developments for educators who are also given a deadline to complete their certification. Teachers are well informed about opportunities to improve professionally and the principal is keen on allowing them to attend these activities (Texas Education Agency, 2009; M. Studer, personal communication, February 16, 2017).

Van Tassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. In K.A. Heller, F.J. Monks, R. J. Sternberg & R.F. Subotnik (Eds.). International handbook of giftedness and talent (2nd ed., pp. 365–386). Amsterdam: Elsevier.

You might think twice before sending a tennis coach to baseball’s spring training season; although there would be overlap in general kinesthetic and sports psychology knowledge, the nuances of the two sports are very different and require disparate sets of coaching skills. Just as a baseball team needs a coach who understands baseball, gifted students need guidance from well-trained, challenging teachers who understand their educational needs. Teacher training requirements for working with gifted students are determined at the state and local levels. Although gifted and talented students are in every school and classroom, few districts require that all classroom teachers receive training to address the educational needs of advanced learners.

2 & 3. Use the most current versions of standardized tests that are going to be used to make a decision about admission into a gifted program and that norms are up-to-date and a good representation of

Many educators feel that teachers aren’t trained to teach gifted students. Teaching accountability has teachers focus more on

[Students who are gifted] give evidence of high achievement capability in areas such as intellectual, creative, artistic or leadership capacity, or in specific academic field, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. ( No Child Left Behind Act of 2001 [NCLB], 2002, p. 526)

The Common Core State Standards (CCSS) identify expectations of what the students will be able to achieve by the end of the school year. The standards provide teachers and curriculum developers the opportunity to use their best findings and available tools to meet these ends (California Department of Education, 2013). The reader needs to understand that the teaching principles implemented by individuals who received extensive training in college-based teacher training programs in order to understand how the CCSS identifies and supports According to Artiles (2003) the Individual with Disability Act (IDEA) 1990 changed the classroom structure in the united states dramatically in the past thirty years. The refinement of the special education

Motivating gifted students can present a challenge for any teacher. Many children are coming to school with very little enthusiasm to learn, especially the gifted child. Although

This course has such impact knowledge about exceptional students. It helps teachers who choose to be in special education field understand most common categories that students have, and what kinds of teaching strategies teacher shuld use to able teach them.

Adams County public school system’s current program doesn’t seem to recognize any minority or poor students who could be considered gifted. Educators in this district and committee members seem to lack any motivation to include diverse learners in their program. The fact that Adams County only recognized three out of four hundred thirty-eight over a five-year span is appalling. I feel Adams County need some major changes to extend their idea of giftedness. It needs to start with intensive and in-depth teacher training along with community outreach and awareness programs to help educate parents about giftedness. For instance, parent could learn ways to better support their children and help identify their child’s areas of giftedness.

The topic of gifted and talented education is one that has always sparked debates among parents and teachers, and recent movements towards totally integrating classrooms have added to this debate. For many years now, "average" children, gifted and