Gifted Education and High Potential Learners: Where to Begin?
After many years of coaching and mentoring educators to design a unique program for their gifted or, some might say, high-ability or high-potential learners, I have learned that the starting point is to create an inclusive, sustainable, and authentic framework that meets the specific needs of each school’s gifted/high-potential learners while reflecting the vision and mission of each school.
A Framework is a comprehensive plan that guides the development of curriculum and instruction for students with exceptional abilities and potential. The framework should take into account what each student needs and give them a place to learn that is challenging and interesting. Once identified, the framework shapes policy.
Here are some key framework elements for consideration:
Identification: The first step in any gifted/high-potential learners’ program is identifying the students who will benefit from it. Identification can be based on a variety of factors, such as academic performance, creativity, leadership skills, and critical thinking abilities. Autonomous, at-risk, and twice-exceptional learners often fall between the cracks and are not included in the identification process.
Curriculum: The curriculum for a gifted and high-potential learners’ program should be rigorous and challenging. It should go beyond the regular classroom curriculum and allow students to explore subjects with greater depth and complexity. The curriculum should be differentiated to meet the needs of individual students and provide opportunities for acceleration and enrichment.
Instruction: Instruction in a gifted/high-potential learners’ program should be tailored to the needs of each student. Teachers should use a variety of instructional strategies to engage students and challenge them to problem-solve and think critically and creatively. Teachers of gifted/high-potential learners will be more effective and confident when they experience ongoing professional learning, support, and guidance.
Enrichment and acceleration: Enrichment and acceleration programs are essential components of the curriculum for gifted or high-potential learners' curriculum. Enrichment programs provide students with opportunities to explore their interests and passions, while acceleration programs allow students to move through the curriculum at a faster pace than their peers.
Assessment: In a gifted or high-potential learners program, assessment should focus on their abilities to think critically and creatively. One method that can be used is authentic assessment, which allows teachers to gain a deeper understanding of their students' abilities and provides a more accurate picture of their strengths and areas for improvement. This approach also helps to challenge gifted learners, as it requires them to use their analytical and critical thinking skills to solve complex problems. Authentic assessment also provides a more engaging and relevant learning experience for gifted learners, as it allows them to apply their knowledge and skills to real-world problems that are meaningful to them.
Professional development: Teachers who work with gifted or high-potential learners need specialised training and support. Professional development opportunities should be provided to help teachers stay up-to-date on the latest research and instructional strategies for working with gifted/high-potential learners.
Partnerships: Partnerships with families, community organisations, and other educational institutions can provide students with additional resources and support. Partnerships can also help to create a more comprehensive and integrated approach to gifted and high-potential learners' education.
In a nutshell, a framework for gifted and high-potential learners’ programs should provide a comprehensive plan for identifying, educating, and supporting students with exceptional abilities and potential. The framework should be flexible and reflective of the needs of each student, and in alignment with the school’s vision and mission.
Pamela Burton
