Think you’re lucky to get your students to read a story once? Can’t imagine convincing a class to read a story through again? The key is giving your gifted students an enticing purpose for a reread.
How can you start meeting gifted learners’ needs in language arts? Here are four guidelines from Dr. David Levande with several practical ideas to get you started.
The first grammar lesson in our reading program is titled “types of sentences.” Nothing excites gifted 11 year olds less than watching me explain the difference between interrogative and declarative sentences. This year, rather than teach the lesson using direct instruction, I used another model of instruction: concept attainment.
We teach our gifted students to solve math problems, write fantastic essays, and read above grade level, but do we teach them to think? Edward Debono believes that thinking should be taught as a discrete subject. As I start the new school year, I’ve found a few books to help me embed quick “thinking lessons” into my day. These tools make great options for extension menus or creative differentiated products.
I know many gifted students slog through the typical vocabulary contract week after week. I know because I put my own students through it. However, gifted students can get more from vocabulary and spelling study than writing the word five times, writing the definition, and then using it in a sentence.
How easy is it to forget that our gifted learners have truly unique needs? How easy is it to plan lessons straight from our textbooks and use unaltered pedagogy from our credential programs? An amazing article by Dr. Karen Rogers reminded me of three counter-intuitive facts about gifted students’ learning.
Generalizations, big ideas, abstractions, universal themes… they are designed to help our gifted students learn. However, what I didn’t realize was that they would help me teach!
100%, 100%, 100%. If you’ve ever taught gifted students math, you’re probably familiar with those kids who can knock perfect scores out week after week. You’ve probably also questioned what good you’re doing for those students. A differentiated math program may be just what you need.
Earlier in this series, you met the eleven dimensions of depth and complexity. Today you’ll be introduced to another set of rigor-increasing, engagement-enhancing thinking tools known as the content imperatives.
The dimensions of depth and complexity are a great first step towards a classroom differentiated for gifted learners. Learn the basics of these thinking tools and begin incorporating them into your lessons tomorrow!