Archives: Glossary

Curriculum compacting is simple and obvious: If a student already knows something, don’t teach it to them! Teachers unintentionally overload gifted kids by adding more work but never removing anything. If they know it, move them along! Teach them something new. Example: If a pretest shows mastery, skip the unit. Replace it with a project, […]

Productive struggle is the deliberate act of letting kids wrestle with a challenge before we rescue them. Many gifted learners are used to easy wins. The moment something feels difficult, they panic. Productive struggle teaches them that confusion is part of learning—not proof they’re failing. Example: Instead of demonstrating the math steps first, give the […]

Independent study is a structured way for students to explore something meaningful instead of repeating work they already understand. It’s not “free time.” It’s not “extra credit.” It’s a genuine alternative to busywork—one that respects a student’s readiness level. Example: Instead of completing yet another reading packet, a student creates a mini-documentary on ancient navigation. […]

Abstract thinking is the ability to understand ideas that aren’t tied to literal, concrete details. A lot of curriculum stays painfully literal. Gifted kids outgrow that fast. Abstract thinking lets them work with patterns, symbolism, and meaning—the real meat of learning. Example: A maze isn’t just a maze. It’s a metaphor for decision-making. Why it […]

Divergent thinking involves thinking in unexpected ways rather than hunting the one right answer. Some classrooms reward convergence: linear, step-by-step, one right way. Divergent thinking does the opposite. It rewards unusual paths, playful exploration, and answers that don’t fit neatly in boxes. Example: List as many ways to cross a river as possible. Boats are […]