Techniques

Our case student was Josh, who is a gifted student and ranks in the 99th percentile for nearly

all achievement clusters. Our demonstration took place in a grade 9 English class and at the

beginning of a grade 9 math class. The three techniques that we demonstrated are: utilizing

student interest, responding to challenging questions, and using a mentorship program. The final

two teaching strategies explained here were not showcased in the presentation but are still

excellent techniques in the planning of learning experiences for students like Josh.

Utilizing student interest

One extremely important teaching strategy in the education of gifted learners like Josh is

engaging, nurturing, and utilizing a student’s interest and passion. As stated by Tomlinson

(2005), students who are gifted “often manifest their abilities in particular areas or pursuits. [in]

other words, gifted students are typically gifted in something.” The case study (provided by Prof.

Updike) of Josh reinforces this, mentioning that he works well when interested in a subject area.

Besides an interest in mathematics, the report mentions that Josh takes pleasure in reading, and is

particularly interested in science fiction.

Instead of making this enthusiasm for science fiction into a source of trouble or contention

(e.g. “Josh, put the sci-fi book away please; right now we’re working on our Lord of the Flies

projects.”), we have chosen to display the teaching strategy of “utilizing student passion” in the

form of an addition to the book report: a comparing/contrasting report analyzing War of the

Worlds in its relation to Lord of the Flies. This example displays several aspects of this technique

mentioned by Tomlinson (2005), including:

-“student choice” - Josh chose the text and agreed to the additional exercise
 -“high personal relevance” - He has read and enjoyed the book he will be analyzing

-“development of advanced level skills” - Josh will utilize and subsequently develop learning

skills further along (developmentally) in the English curriculum

-“honing of attitudes and habits necessary for self-directed learning” - He has taken the

initiative for his own learning through this assignment

I think a student like Josh would benefit greatly from having teachers who engaged learners in

this way. Through incorporating personal interests into the classroom, gifted learners can feel

more invested in their own learning experiences and academic careers, and will have a more

substantial creative outlet for their high potential.

Responding to challenging questions

The second technique that we demonstrated was how a teacher responds to a gifted student

asking a challenging question. When gifted students ask teachers questions that they do not

know the answer to, an effective strategy is to create a follow-up activity, involving the question,

and get the students to find the answer on their own rather than having the teacher simply give

the students the answer (Park & Oliver, 2009). When Josh asked the grade 9 English teacher a

challenging question about the novel, Lord of the Flies, the teacher turned his question into an

activity for the entire class to work on. By doing so, students were given the opportunity to

direct their own learning. The teacher made this activity worth bonus marks, which is also an

effective strategy to have gifted students think beyond the assignment (Park & Oliver, 2009).

Bonus questions allow students to reach their full potential and show the teacher what level of

thinking they are at (Park & Oliver, 2009).

Mentorship program
 We chose to demonstrate a mentorship program as a strategy for teaching gifted students

based on the link it gives students to experts in their particular field of interest. Our case student,

Josh, is highly interested in mathematics and would potentially like to pursue mathematics in

university. By linking him with a profession such as Aerospace Engineering, which is strongly

dependent on mathematics, we are giving Josh an opportunity to explore the field he is interested

in, in more depth, and make better informed decisions about his future. Mentors provide

motivation for students and help with problem-solving or career-planning (Davis, 2006).

Sometimes “gifted / talented students have unrealistic expectations for their futures. School

work is usually easy for these students, so they expect that life will also be easy for them”

(Renner, 1994, p.32). Having gifted students involved in a mentorship program will give them a

realistic idea about their future careers and will give them a different perspective on learning

than what they would get solely from the classroom and the teacher.

Setting up a mentorship program requires extra time and planning on the teacher’s part. He

or she must find professionals who have time to donate, specific expertise in a field that relates to

the students interest, good communication skills, positive attitudes and good role-model

qualities, and most importantly, a genuine interest in mentoring young people (Reilly, 1994). The

teacher must also consider practical timing for students and mentors to meet, and set goals with

both the student and the mentor (Reilly, 1994).

Although setting up a mentorship requires time and effort, it is a valuable experience for

gifted learners, and is an effective teaching strategy to enhance their learning. The great thing

about this strategy is that it is adaptable to any subject area, so teachers can use this strategy to

work with gifted students in many areas of study.

Other technique
 One Strategy that could be incorporated into an Industrial Arts classroom was created by a

teacher named Tom Daly. It is an acronym that is displayed on a poster in the class. The poster

is titled “What to do when I’m done” (Daly, 2008). The acronym is WORD:

Write (Poems, Songs, Letters, Compliments)

Organize (your backpack/binder, the workshop)

Read (Textbook, free reading book, magazine)

Draw (Maps, pictures, art work) (Daly, 2008).

This is a good way to ensure that Josh is always working on something. Since he will most

likely finish his work before the other students, this gives him the option to work on things that

he has an interest in. This strategy is helpful to all students who finished their work early,

instead of them talking to friends of creating distraction it keeps them busy. We think it would

work because it lets the kids choose what they do. This creates independence and encourages

good work ethic.

Other technique

"SUPER SENTENCES" is one of Winebrenner's (1992) recomended techniques. Since Josh

is finished reading the class novel, the English teacher may give him one sentence a week to

complete (Winebrenner, 1992). Each sentence is followed a theme and is composed of a dozen

"mystery words" (Winebrenner, 1992). Learning how to pronounce the word and choose the

correct definition, then having to "translate" the sentence into simpler terms forces Josh to use

the dictionary in greater depth than he had even been required to do (Winebrenner, 1992).

Additionally, these "mystery" words present wonderful opportunities for creative writing stories

(Winebrenner, 1992). It stimulates higher thinking skills and offers hours of learning and fun

(Winebrenner, 1992). This is also applicable to other students.

Annotated References

Ashman, A. F., & Wright, S. K. (1994). Developing the metacognitive skills of academically

gifted students in mainstream classrooms. Roeper Review, 16(3). Retrieved from

http://libproxy.uwinnipeg.ca/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=afh&AN=9411284016&site=ehost-live

This article delves into a teaching strategy known as Process-Based Instruction (PBI) as it is

employed in Australian classrooms for the purpose of advancing the education of gifted learners.

The article explains provisions made for gifted students, as well as outlines the PBI model,

phases, and plans. The second half of the article is a case study on a particular gifted student in

an elementary school which employs the PBI model.

Bloland, D. D. (2006). Ready, willing, and able: Teaching English to gifted, talented, and

exceptionally conscientious adolescents. Portsmouth, NH: Heinemann.

This excellent book is filled with practical, in-depth lesson plan ideas for teaching English to

gifted students. The author is passionate about challenging and enhancing the learning

experience for gifted students, which makes the book enjoyable to read, while giving hands-on

ideas for in the classroom.

Cropley, A., & McLeod, J. (1986). Preparing teachers of the gifted. International Review of
 Education, 32(2), 125-136. Retrieved from http://www.jstor.org/stable/3444261

This article discusses the educators of gifted children: the role they play, the traits they need,

and the training they may or may not require. The author’s use the needs of gifted students to

elaborate on the type of formal education potential teachers should receive, discussing what is

essential and what might only be peripheral. Cropley and McLeod even explore the realm of

personal traits that they believe educators of the gifted should possess.

Daly, T. (2008). 7 days to a perfect classroom. Smarty Pants Publications.

This is a video created by a teacher that discusses several effective techniques to use in a

classroom environment. The video was created to train teachers to help students with the best

methods.

Davis, G. A. 2006. Gifted children and gifted education. Scottsdale, AZ: Great

Potential Press, Inc.

This book provides a broad scope of information about teaching gifted students and explains

the many different avenues available for teachers, parents, and gifted students. It explores models

for enrichment and alternative programming ideas for these students.

Hyde, S. (2008, September 21). Academic options for gifted students: Instructional

differentiation, subject acceleration and grade skips. Retrieved October 15, 2009,

from suite101.com website: http://integrating-gifted-

 students.suite101.com/article.cfm/academic_options_for_gifted_students#ixzz0U1fv

J1PP

This website is very helpful in incorporating differentiation of instruction for gifted students.

Johnson, D. T. (2000). Teaching mathematics to gifted students in a mixed-ability classroom.

Retrieved October 17, 2009, from Education Oasis website:

http://www.educationoasis.com/resources/Articles/teaching_gifted_math.htm

This is an article from a website that discusses the specific challenges of students who are

gifted in math. It also suggests different strategies to use to challenge gifted math students and

explains examples of strategies that teachers have used.

Manitoba Education and Training. (1996). Success for all learners: A handbook on

differentiating instruction. Winnipeg, MB: Author.

A document produced by the Manitoba government for the purpose of offering practical

strategies and helpful tips when teaching in a differentiated classroom setting, this text is an

essential tool for Manitoban educators province-wide. This resource is well organized, in-depth

yet not confusing, and extremely useful when planning all sorts of lessons and teaching

activities.

Mann, C. (1994). New technologies and gifted education. Roeper Review, 16(3). Retrieved from

http://libproxy.uwinnipeg.ca/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=afh&AN=9411284007&site=ehost-live

Though this article is severely dated given its subject matter (Mann introduces email as a
concept new to the masses), it reflects on the use of technology in the teaching of gifted learners,

which is clearly an ongoing journey. Beyond more obvious embodiments of technology (e.g.

computers), the author explores constructivism and technology, learning environment strategies,

and the use of technology to empower students.

McIntosh, J. (Ed.) 1994. 20 more ideas for teaching gifted kids in the middle school & high

school. Waco, TX: Prufrock Press.

This book contains a wide variety of articles submitted by teachers of gifted students. It

includes many practical ideas for teaching gifted students in different curriculum areas and with

different strategies.

Park, S., & Oliver, J. S. (2009). The translation of teachers’ understanding of gifted students into

instructional strategies for teaching science. Journal of Science Teacher Education,

20, 333-351. doi: 10.1007/s10972-009-9138-7

This is a research article about the experiences of three science teachers with gifted students in

their classrooms. It discusses the different problems that they noticed gifted students had in

inclusive classrooms and the strategies that they used to solve those problems.

Reilly, J. (1994). Developing mentorships for secondary students. In J. McIntosh (Ed.), 20

more ideas for teaching gifted kids in the middle school & high school (pp. 8-17). Waco,

TX: Prufrock Press

 An excellent article describing how to set up a mentorship program for students and the

benefits it gives the gifted student.

Renner, K. (1994). Career explorations for the middle school classroom. In J. McIntosh

(Ed.), 20 more ideas for teaching gifted kids in the middle school & high school

(pp. 32-35). Waco, TX: Prufrock Press

An article discussing the importance of gifted students exploring different careers paths early

in their education. It includes practical lesson plan implementations as well.

Ring, S. (2008, April 30). The edutopia poll. Retrieved October 15, 2009, from Edutopia

website: http://www.edutopia.org/gifted-students-skipping-grades#

This website had lots of information on when it is useful for gifted students to skip grades, and

other alternatives to grade skipping.

Tomlinson, C. A. (2005). Quality curriculum and instruction for highly able students. Theory

Into Practice, 44(2). Retrieved from http://libproxy.uwinnipeg.ca/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=afh&AN=16805895&site=ehost-live.

The authors of Quality Curriculum and Instruction explore the best practice for development

and adaptation of curriculum and instruction methods for gifted learners. Very practical in their

approach, the authors discuss strategies such as pacing, challenging, and developing passion in

students.
Winebrenner, S. (1992). Teaching gifted kids in the regular classroom: Strategies and

techniques every teacher can use to meet the academic needs of the gifted and

talented. Minneapolis, Minn.: Free Spirit Publications.

We found Susan Winebrenner's book to be an excellent resource. She clearly defines the

uniqueness of each thinking category, and she lays the foundation for you to design instructional

activities and products, which will give all students, but particularly gifted students, experience

developing the competencies they need. According to Winebrenner (1992), "Gifted students can

learn the basic information independently and apply it by spending almost all of their learning

time, which activities designed around the higher levels of any critical thinking model".