How do you challenge gifted students in your classroom?

One of the ways that I challenge my Gifted students is by utilizing the Depth and Complexity Strands and giving them a choice on how to present a task. I also give them a copy of Bloom's question stems and challenge them to utilize them in reading responses and conversations. Everything they do, they are expected to real life, based on what they are interested in learning more about.

Differentiation is the key to motivation. We know you can differentiate content, process, product and environment, through choice. Choice is the best motivator for gifted students, who like to feel they are in some level of control. This can be done through choice boards, menus or curriculum compacting. Differentiation for gifted students is best when focused on standard mastery and meaningful tasks.

As students become empowered to own their learning, the differentiation generates itself. Allow students to dive deeply into their topic (within reason, hyper focus can stall them with a finished product). When provided opportunities to showcase what they learned and how they learned it, the new information becomes permanent.

For gifted students, differentiation will usually work if we allow students to choose their roles and give opportunities for them to express themselves. As a Science teacher, I often take formal debates on Science topics, where students conduct the entire debate right from researching on the topic, hosting the debate, timekeepers, judges, speakers and rebuttal. And all of these roles are decided and chosen by students themselves. The final output in any class will always be spectacular. My key focus in these classes is always total class participation.

I agree that it is necessary to challenge gifted students. When they interact in areas of interest they are more than likely going to learn, grow, and be successful. Challenge prepares them for the real world.

As a homeschooling parent to two gifted learners, I have seen both children respond strongly to inquiry-based learning. This enables them to not only centre their own unique questions, but to develop skills to find answers (rather than being 'given' or led to solutions).

It is vital to remind ourselves that growth mindset doesn't mean, "you need to learn to think like me." Failure is good as long as they are learning. If students see that that a positive outcome will come anyway, they will be more willing to take a risk.

It is critical that these enrichment activities are not seen to be punitive - that gifted students are required to do extra work above and beyond the core studies. Extension work should ideally allow gifted students to take the foundational teaching and explore areas of personal interest and practical application.

I think we must look beyond the traditional areas of giftedness to be inclusive. We should look at giftedness in leadership, the arts and other areas that academia deem less valuable. By not honoring all areas of giftedness we miss the opportunity to support and grow all types of genius.

A good way to encourage gifted students is to provide them a platform or opportunity to test their own ideas. One of the projects which we initiated in the place I used to teach was to get the students to create a Science magazine. Students took roles which interested them, be it editors or front page designers, or writing articles and other facts. It was absolutely amazing to see students work together, blend ideas, collaborate and innovate to finally create a magazine which showcased their love and enthusiasm for Science.