Gifted and Talented: A Teacher's guide

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What is Gifted and Talented?

In the UK, schools historically defined gifted students as being in the top 5% for intellectual abilities. It is equally as important to cater for these students as it is to cater for the other 95%.

Gifted learner issues require careful thought. Do enriched programs suit all learners' needs? How can we ensure all learners progress well academically? Consider differentiation strategies (Gagne, 2003; Sternberg & Zhang, 1995; Renzulli, 1977).

'How do you cater for your most able students?' 

If you are a teacher, I expect you have been asked this question many times in every year of your career.  There is probably a box dedicated to it on the lesson plan proforma that comes out each time you are observed. 

Giftedness includes music, art, and sports talents, not just intellect. Talented learners, per Gagné (2003), show passion for a skill, even if school work lags. Freeman (2010) notes aptitude differs from academic success.

Identify gifted and talented learners (Gagne, 2003). Support learners’ skill development, offering suitable opportunities. Acknowledging these learners enriches the learning environment for everyone (Renzulli, 1978; Sternberg, 2003).

Common approaches to a gifted and talented education in schools, colleges and universities include: 

• Differentiated Curriculum
• Extension Tasks
• Questioning 
• Further Reading
• In-Class Differentiation 
• Enrichment Program
• Discussion Questions
• Project-Based Learning 

Researchers have explored unintended consequences in secondary schools. Catering for gifted learners can jeopardise other learners' success (Gross, 1999). Worries exist about strategies that do this (Boaler, 1997; Sahlberg, 2011). Schools must address this when planning support for all learners (Nisbet, 1941).

UK schools often place gifted learners in the top 5% for abilities. It's vital to support these learners, like the other 95%. We must examine suitable differentiation and enrichment programs. We can then find practical ways to ensure all learners progress well academically. (Shore & Kanevsky, 1993; Reis & Renzulli, 2009; Gagne, 2003).

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What Does Gifted and Talented Mean in UK Schools?

Historically, UK schools placed gifted learners in the top 5% for intellect. Talented learners showed skills in music, art, or sport. This helps teachers spot high-ability learners who need special support. Understanding this helps create suitable learning for them.

Shakespeare wrote: a rose by any other name would smell as sweet.  This is not always the case!

gifted, talented, able, more able, very able and exceptionally able. These terms can mean very different things to different educators. Compounding this issue is the lack of consensus in the field regarding which characteristics should be used to identify these students ( органов, 2002). The discordance is further exacerbated by the fact that schools utilise a range of different methods to identify high potential learners (Gagne, 2003), and a recent study showed that many teachers believe that it is their job to raise the attainment of lower attaining students over higher attaining students ( органов, 2002). This demonstrates that for many teachers, meeting the needs of more able learners is not seen as a priority, and it can be easy to overlook these learners in the classroom ( органов, 2002). Gifted, talented, able and more able name learners with high aptitude. These terms have varied meanings for teachers. органова (2002) notes disagreement on defining traits. Schools use different ways to find high potential learners (Gagne, 2003). органова (2002) found many teachers focus on lower attainers. Meeting able learner needs is not always seen as key (органова, 2002).

• Gifted Children
• Talented Children
• Enhanced Students 
• Highly Able
• More Able

Would a gifted and talented student by any other name achieve as much?  Probably not.  Research suggests that they would actually achieve more without any label.  

Mueller and Dweck (1998) found that performance on future tasks improves when teachers praise students' effort rather than their ability.  Labels such as 'gifted and talented' emphasise the role of innate or natural talent, which can be interpreted by learners as diminishing the importance of effort.  This connects to growth mindset research, which shows these labels can decrease future academic success if learners are aware of them.  

However, the reverse is true when the labels are only made available to teachers.  Rosenthal and Jacobson (1966) found that when teachers were told that they had a class of high achievers, the learners made significantly more progress over a year compared to a control group with the same baseline data. 

What can we learn from these two studies? 

• Avoid labelling students according to natural talent
• It is better to say 'you know how to work hard' than 'you are smart'
• Emphasise the importance of effort on achievement 
• Hold high expectations of all students

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How Do Schools Identify Gifted and Talented Students?

Researchers (e.g., Renzulli, 1986) suggest using multiple methods to spot gifted learners. Schools use test scores and teacher observations. They also use performance data. Academic tests check learner intellect. Talent spotting looks at skills like creativity (Gagne, 2003).

Aptitude tests need caution (Sternberg, 2003). They might miss a learner's different skills (Gardner, 1983). Use formative assessment for thinking skills (Bloom, 1956). Check the learner's metacognition abilities (Flavell, 1979). Adaptive teaching spots learners doing well (Vygotsky, 1978).

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Differentiation: Is It Enough?

Differentiation is key for effective teaching, adapting lessons for each learner. It may not be enough for gifted learners (Tomlinson, 2001). Consider the depth and complexity of content, as well as varied tasks (Vygotsky, 1978).

More work is not the key. Challenge learners with tasks that make them think critically and solve problems. Adapt lessons with complex ideas, or use projects. Thoughtful planning and assessment help learners progress (Black & Wiliam, 1998).

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The Problem with Extension Tasks

Such tasks do not fully stretch learners. Research from Vygotsky (1978) and Bloom (1956) shows the need for challenging activities. They should boost thinking skills, not just keep learners busy.

Teachers should design activities around learner interests. Learners can explore topics and develop their talents with these activities. Research projects, problem-solving, and mentoring offer growth. (Vygotsky, 1978; Piaget, 1936; Bruner, 1966) These experiences should challenge learners intellectually.

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Frequently Asked Questions

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Practical Strategies for Supporting Gifted and Talented Learners

Research by Gagne (2003) suggests differentiation helps gifted learners. Tomlinson (2001) recommends adjusting tasks to match learner needs. Maker (1982) found compacting curriculum benefits advanced learners.

• Flexible Grouping: Organise learners into small groups based on their learning needs and interests, allowing for targeted instruction and collaborative problem-solving.
• Compacting the Curriculum: Allow learners who have already mastered the core content to move on to more advanced material, freeing up time for enrichment activities.
• Independent Study: Provide opportunities for students to pursue independent research projects, allowing them to examine deeper into topics that interest them.
• Mentorship Programs: Connect learners with mentors who can provide guidance, support, and inspiration in their areas of talent.
• Real-World Applications: Engage learners in projects that connect classroom learning to real-world problems and challenges, developing critical thinking and problem-solving skills.

Supporting gifted learners needs a mindset shift. Offer challenging, engaging learning experiences instead of just more work. This helps every learner reach their potential (Renzulli, 1978; Gagne, 2003).

Supporting gifted learners means understanding needs and nurturing growth mindsets. Provide challenging tasks so learners thrive, as suggested by Dweck (2006). Teachers should focus on depth over speed, effort over talent, like Renzulli (1977) advised. Create supportive settings where learners reach potential, benefitting everyone.

Differentiation helps every learner achieve their best, (Tomlinson, 2017). Personalised learning acknowledges each learner's potential, (Vygotsky, 1978). Believe in all learners; build an inclusive classroom, (Dweck, 2006). This approach creates better learning for everyone.

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