![]() Without this support these students face the risk of showing little academic growth and even becoming underachievers. Gifted students need just as much support with their learning in the classroom as any other group. Strategies to Support Gifted Students in the Classroomīecause gifted students are able to achieve at high levels without much prompting from their teachers, it can be perceived that they do not need support from their teachers in the classroom. They are naturally able to think abstractly and conceptually without much modelling from their teachers. A high achieving student accurately completes teacher-assigned work, but the gifted student initiates his/her own tasks and extends learning beyond what the teacher has assigned. The gifted student functions as an expert by demonstrating the ability to integrate expertise into multiple subjects. For example, the high achieving student operates like a skilled student with expertise in a subject area. Gifted students are not only high achievers, but they are also naturally able to add a global context to their learning. This allows educators to see the difference between a high achieving student and a gifted student. When identifying gifted and talented students, educators should simply ask themselves what is this student able to naturally accomplish with little to no help from a teacher. How to Identify Gifted Students in the Classroom Gifted students are those who “give evidence” of “high achievement capability.” This means that there is a distinct difference in their achievement that is clearly observable and can be measured. There is key terminology in this definition to which educators should pay close attention. It states that “students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities” are considered gifted ( Gifted FAQs, 2020). The federal definition of a gifted student was first published in 1972. In order to effectively support and advocate for gifted students, educators must know what classifies a student as gifted. In fact, this myth highlights the need for educators to not only understand the nature and needs of gifted students, but also serve as advocates for the support of these students. I would venture to state this is the furthest thing from the truth. One of biggest myths regarding gifted and talented students is that they do not need help in the classroom because they will do fine on their own ( Gifted Myths, 2020). Because six percent is small in comparison to the 94 percent who represent the majority of public school students, it may seem reasonable to think that this group only needs a representative amount of time, attention, and funding. Approximately six percent of all public school students have been identified as gifted and talented.
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