Rationale For Gifted Programs - Classroom Guidelines For Teaching The Gifted

Classroom Guidelines For Teaching The Gifted

• “To be at their most effective, pupils can be helped to identify their own ways of learning, which will include strategies of planning, monitoring, evaluation, and choice of what to learn. They should also be helped to be aware of their attitudes to the area to be learned, such as curiosity, persistence, and confidence.” (Freeman et al., 1999).

• “All the evidence indicates that specific provision within subject areas is by far the most effective in promoting talent, rather than general enrichment without identified goals.” (Freeman et al., 1999)

• “Meaningful curriculum experiences for gifted learners need to be carefully planned, written down, implemented, and evaluated in order to maximize potential effect.” (Van Tassel-Baska, 2000)

• Giftedness “can be furthered only by participation in learning experiences that challenge and extend from the point of the child’s talent, ability, and interest” (Clark, 2002).

Gifted students, the unique “resources” of society, are not likely to reach their full potential with the setbacks of regular class-work which progresses at a slowed rate. These exceptional thinkers receive the desired enrichment only when put among other high-achievers with accelerated coursework and left room to develop their own ideas and viewpoints. There is a definite need for gifted programs, both in and out of school, to accommodate to the needs of intelligent and creative children.