Gifted students will develop advanced research methods and independent study skills, which allows for the in-depth learning of self-selected topics within the area of study.
Rationale: Gifted learners possess an extensive knowledge base, learn at an accelerated pace and are capable of advanced level of comprehension. In addition, many gifted students are highly curious and intrinsically motivated, especially to pursue topics which interest them. As compared to their age-peers, gifted learners tend to have longer attention spans, exhibit a stronger need to know and can follow-through with assignments. If gifted students are to benefit from these abilities, the gifted program must emphasize
the development of skills that enable them to become effective as independent learners. Because of the advanced nature of their abilities and interests, gifted students need to learn how to access advanced-level reference materials, including a variety of print and non-print references and information retrieval systems. They need learning tasks that allow them to explore personal interests through guided research, independently study and community involvement. In order to conduct authentic research, students need instruction and guidance in learning to ask the right kinds of questions by looking at techniques used by experts in the specific field. They need instruction in the development of a written plan of research (with emphasis on how one gathers, categorizes, analyzes and evaluates information in particular fields); assistance in evaluating their own work; and in considering implications for future research.
Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within the area of study in order to be generators of ideas and products original to the students.
Rationale: Gifted learners have the ability to generate original ideas and solutions, and they characteristically see diverse and unusual relationships. Their instruction must allow opportunities to further develop and apply these differential patterns of thought processing (e.g., divergent thinking, sensing consequences, and making generalizations); curricular need is to be able to explore alternatives and consequences of those choices, and to draw and test generalizations. The original thoughts and ideas often expressed by gifted students require an environment in which the student feels free and safe to stretch beyond the need for a right answer.
Gifted students will develop and practice higher order and critical thinking skills in an area of study.
Rationale: Gifted learners need less time to learn new material and master new skills. One strategy for differentiating instruction for gifted students is to structure lessons and units in such a way that gifted students spend a larger proportion of their time on higher order thinking. They should use content they have mastered to further develop their understanding of the concepts and practice the skill of critical thinking.
Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products and ideas that will be shared with real audiences.
Rationale: Gifted students need the ability to effectively communicate their products and ideas to others. It is important to remember that throughout history we have recognized “giftedness” in individuals because of the impact of their products and ideas. Feedback from real audiences provides gifted learners with a
chance to utilize their advanced communication skills. Internal motivation develops when students pursue ever-increasing levels of excellence in their final products and receive confirmation from real audiences that others value their intellectual and academic talents.
Rationale: Gifted learners possess an extensive knowledge base, learn at an accelerated pace and are capable of advanced level of comprehension. In addition, many gifted students are highly curious and intrinsically motivated, especially to pursue topics which interest them. As compared to their age-peers, gifted learners tend to have longer attention spans, exhibit a stronger need to know and can follow-through with assignments. If gifted students are to benefit from these abilities, the gifted program must emphasize
the development of skills that enable them to become effective as independent learners. Because of the advanced nature of their abilities and interests, gifted students need to learn how to access advanced-level reference materials, including a variety of print and non-print references and information retrieval systems. They need learning tasks that allow them to explore personal interests through guided research, independently study and community involvement. In order to conduct authentic research, students need instruction and guidance in learning to ask the right kinds of questions by looking at techniques used by experts in the specific field. They need instruction in the development of a written plan of research (with emphasis on how one gathers, categorizes, analyzes and evaluates information in particular fields); assistance in evaluating their own work; and in considering implications for future research.
Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within the area of study in order to be generators of ideas and products original to the students.
Rationale: Gifted learners have the ability to generate original ideas and solutions, and they characteristically see diverse and unusual relationships. Their instruction must allow opportunities to further develop and apply these differential patterns of thought processing (e.g., divergent thinking, sensing consequences, and making generalizations); curricular need is to be able to explore alternatives and consequences of those choices, and to draw and test generalizations. The original thoughts and ideas often expressed by gifted students require an environment in which the student feels free and safe to stretch beyond the need for a right answer.
Gifted students will develop and practice higher order and critical thinking skills in an area of study.
Rationale: Gifted learners need less time to learn new material and master new skills. One strategy for differentiating instruction for gifted students is to structure lessons and units in such a way that gifted students spend a larger proportion of their time on higher order thinking. They should use content they have mastered to further develop their understanding of the concepts and practice the skill of critical thinking.
Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products and ideas that will be shared with real audiences.
Rationale: Gifted students need the ability to effectively communicate their products and ideas to others. It is important to remember that throughout history we have recognized “giftedness” in individuals because of the impact of their products and ideas. Feedback from real audiences provides gifted learners with a
chance to utilize their advanced communication skills. Internal motivation develops when students pursue ever-increasing levels of excellence in their final products and receive confirmation from real audiences that others value their intellectual and academic talents.