1. Gifted Learners in Regular Classrooms The Challenge of Educators to Challenge the Gifted Betsy C. Snow

2. The Challenge of Identifying the Gifted/Talented Characteristics Learns new material faster/at an earlier age than peers Remembers what has been learned forever, making review unnecessary Is able to deal with concepts that are too complex and abstract for age peers Has a passionate interest in one or more topics and wants to spend time learning more about that topic Does not need to watch the teacher to hear what is being said; uses multiple brain channels to multi-task **Some or all may apply.

3. Learning and Behavior  Precocious  Asynchronous development  Advanced vocabulary  Comfortable with abstract and complex thinking tasks  Curious  Very intense, emotional, excitable  Many interests and hobbies  Loves independent work  High energy level  Sensitive to feelings of others, beauty, emotions  Natural leader  Easily frustrated  Intolerant of imperfection  Resists taking direction or orders  Advanced sense of humor

4. The Challenge of Creating a Learning Environment for Gifted Students  Create a room that invites inquiry -variety of materials resources, technology  Use thematic instruction to connect content areas  Activity areas for self-initiated projects  Flexible seating arrangements  Attractive, lesson-related activity options for students who finish early  Vary the atmosphere of the room  Develop teacher-made or student-made learning centers.

5. Flexible Grouping Cluster groups where gifted children can work together Allow students to choose group mates at times Create ground rules Evaluate students individually and as a team

6. The Challenge of What to Teach and How to Teach It Acceleration Programming that results in advanced placement or credit Moving faster through academic content Includes curriculum compacting and grade-skippingEnrichment Richer and more varied educational experiences Overlaps acceleration Examples are special foreign language classes or Science/Social Studies fairs, Computer Labs

7. Compacting the Curriculum: Two Key Strategies Most Difficult First Teacher gives assignment 5 most difficult items starred Student can complete the 5 most difficult items first If correct, he is exempt from the rest of the assignment *Effective for students in pull-out programs who have to “make up” work Pretests for Volunteers Student looks over upcoming content If student feels he is at master level, he takes pretest “Mastery” scorers are given full credit for that content Student may then work on more challenging activities chosen by the teacher

8. Differentiation  Providing gifted students with different tasks and activities than their age peers Includes 5 elements: Content, Process, Product, Environment, and Assessment Note: G/T students do not need extra credit work or to become peer tutors!

9. The Challenge of Differentiating the Curriculum  Content- acceleration, compacting, variety, flexible pacing, advanced concepts  Process- more challenging activities, use of higher-level thinking questions, activity selection based on student interests, self- directed learning  Product- students demonstrate learning in variety of forms; products should synthesize information (PowerPoint, play, newsletter)  Environment- receptive, nonjudgmental, wide variety of materials, complex  Assessment- stresses higher level thinking skills, creativity, and excellence in performance and product

10. Differentiating Reading- Take the Challenge Whole-Group Instruction One book read Whole-class learning Different books/same tasks Skill work by instruction. Theme-based literature circles; teacher-directed learning Standards and regular curriculum taught directly Differentiation All read different books on the same theme. Study Guide with Extensions Menu Self-selected books/ different learning tasks Compacting Self-selected literature with Study Guide and Extensions Direct instruction only on content not mastered.

11. Writing Activities  Rewrite a story from a different character’s point of view  Write opposing viewpoints papers arguing two sides of an issue  Write poetry/ Invent new forms  Listen to music /write about feelings evoked  Description of a work of art  Contact and interview a writer/ Write a report

12. The Differentiating Math Challenge Extension Activities Verifying problem solutions in different ways Finding multiple solution methods for one problem Puzzles and games Conducting surveys and graphing results More complex homework tasks G/T students designing more sophisticated homework tasks for other students

13. A Challenge Worth the Effort! Providing gifted students in regular classrooms with curriculum that is sufficiently rigorous, meaningful, and challenging is a venture well worth the effort! Fulfilling the challenge for gifted students will produce well- educated, well-adjusted, knowledgeable leaders of tomorrow who can think clearly, creatively, and critically. Our world will be a better place!

14. Resources Berger, Sandra L. (1991). Differentiating Curriculum for Gifted Students. Retrieved June 5, 2007 from Educational Resources Information Center at Hoagies Gifted Education Page Web site: http://www.hoagiesgifted.org/eric/Archived/e510.html http://www.hoagiesgifted.org/eric/Archived/e510.html Smutny, Joan Franklin. (May 200). Teaching Young Gifted Children in the Regular Classroom. Retrieved June 10, 2008 from Educational Resources Information Center at Hoagies Gifted Education Page Web site: http://www.hoagiesgifted.org/eric/e595.html http://www.hoagiesgifted.org/eric/e595.html Winebrenner, Susan. (2001). Teaching Gifted Kids in the Regular Classroom (2 nd ed.). Minneapolis, MN: Free Spirit Publishing Inc.