Definitions of Strategies to Serve Gifted Learners
Acceleration: The student is placed for part of the day with students at more advanced grade levels for one or more subjects without being assigned to a higher grade (e.g. a fourth grader going to fifth grade to attend math class) or the student works for part of the day on material above grade level for one or more subjects within his/her regular classroom.
Collaboration with Gifted Coach: Consistent interaction between coach and classroom teacher. Examples: modeling lessons, planning and reflection, etc. to help teacher learn strategies that are optimal for the gifted learner.
Compacting: A procedure used to streamline the regular curriculum for students who are capable of mastering it at a faster pace. Pre-testing identifies learning objectives already mastered, and students are allowed to “test out” of certain academic exercises and move on to the new material.
Extension Menu: a selection of topics from which a student can choose to pursue an independent study that extends the learning beyond already mastered content standards
Flexible Grouping and Assessments: Grouping and regrouping students throughout the year according to readiness, interest, learning style, achievement level, activity preference, or special needs. Students will also be assessed based on needs.
Grade Skipping: The student is moved ahead of normal grade placement. This may be done during an academic year (e.g. placing a third grader directly into fourth grade).
Independent Study: Ongoing in-depth research on a topic of a student’s own choosing.
Individually Paced Instruction: The student is presented with materials that allow him/her to proceed at a self-selected pace.
Interest Centers: One way to organize students to work together on learning activities or projects.
Learning Center: Location of a collection of students’ tasks and activities.
Learning Contract: A signed agreement between student and teacher regarding specific tasks to be done by the student.
Mentorships/Apprenticeships: Opportunities for students to work with a mentor for guidance and/or hands-on learning in a particular area.
Most Difficult First: Allowing student to demonstrate mastery of math content by solving the five most difficult problems. If he/she can do so correctly, then the student gets credit for the entire assignment.
Project-Based Learning: Students will be given projects to accommodate different learning styles with special emphasis on non-verbally gifted students.
Questioning Strategies: Using high-level, open-ended questions meant to challenge thinking and learning.
Tiered Assignments: Varying the level of complexity, depth, or novelty of a lesson so students can go beyond basic requirements. Example: Ability groups all read the same information but at different reading levels or groups do assignments of different complexity to react to a reading.