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Teaching Strategies
For Gifted and Talented Students

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 “Teaching Strategies”
For Gifted and Talented Students

This Teaching Resource Outline:

I. Our Definition of “Gifted and Talented” Students
II. Specific Characteristics including:
A. Intellectual
B. Creative
C. Artistic
D. Leadership
E. Or single academic fields; such as language arts, mathematics or science.
III. Strategies for Students Gifted in the Language Arts
IV. Strategies for Students Gifted in Mathematics
V. Strategies for Students Gifted in Science
VI. Strategies for Students Gifted in the Arts
VII. Needs for an individualized educational process:
A. “Greater psychomotor, sensual, imaginative, intellectual, and emotional
overexcitabilities”
B. “Often tend to develop asynchronously; their minds are often ahead of their
physical growth, and specific cognitive and emotional functions are often at
different stages of development.”
VIII. Gifted Leaders of the Future
A. Assessments of promising leaders
B. Accommodations: tools and ideas

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 “How do I Identify a
Gifted or Talented Student?”

Our “Gifted or Talented Student” Definition:

A​ ​gifted or talented student​ ​may manifest their abilities in one or more domain.
These domains may be seen as intellectual, creative, artistic, leadership
oriented, or rooted in a specific academic field. Every student is unique and
special in their own way, however some students need to be challenged further
to nurture their strengths. Such a student will stand out among their peers
based on their grade performance or simply by their
performance in any of the other domains.

To offer examples, it may be possible:

● that the student has a remarkably understanding

and awareness of the people and details of their
environment
● catches incongruencies faster than others
● is quick to show concern for others
● asks excellent and insightful questions
● is very clever at solving problems, puzzles, and games
● or seeks information beyond that which is required

Each educational system needs to identify and assist these “gifted

and talented” students. Their extraordinary skills and abilities may
be hindered, or harmful habits may be developed, without the
attention and support of their teachers.

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Specific Characteristics of “Gifted and Talented” students:

Intellectually gifted​:​ students who score significantly higher than average; typically
defined as having an IQ of 130 or above. Taking an IQ test is a measure ​of a person’s
ability to learn but not a guarantee of success. ​Most IQ tests do not have the capacity to
discriminate accurately at higher IQ levels, and are perhaps only effective at
determining whether a student is gifted rather than distinguishing among the many
“shades” of giftedness. For example, Wechsler IQ tests have a ceiling of about 160 and
their creator has admitted that they only are intended to be used within the average
range (between 70 and 130), and are not intended for use at the extreme ends of the
population.

Creative Gifts​:​ The National Foundation for Gifted and Creative Children has described
the characteristics of “Gifted/Creative Children” by these criteria:
A. High sensitivity
B. Excessive amounts of energy
C. Grows bored easily and may appear to have a short attention span
D. Requires emotionally stable and secure adults around him/her to flourish
E. Will resist authority if it not democratically oriented.
F. Has preferred ways of learning; particularly in reading and mathematics.
G. May become easily frustrated because of his/her big ideas and not having the
resources or people to assist him/her in carrying these tasks to fruition.
H. Learns from an exploratory level and resists rote memory and just being a listener.
I. Cannot sit still unless absorbed in something of his/her own interest.
J. Very compassionate and has many fears such as death and loss of loved ones.
K. If they experience failure early, may give up and develop permanent learning blocks.
The foundation also describes a warning that Gifted children may withdraw their “gifts”
when socially threatened or when their “gifts” make others uncomfortable. They may
sacrifice their creativity when confronted with those social dilemmas, therefore, the
child should be protected from doing this to themselves. It is very important to watch
out for such situations; it can prevent the formation of self-sabotaging complexes. They
may need coaching on how to not let the opinions of others infringe too heavily upon
their choices, accomplishments, and dreams.
http://www.nfgcc.org

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 TALENT IN SPECIFIC ACADEMIC FIELDS
A high-quality education guarantees that every student can obtain the solid foundation
they need onto which they can start their career, participate in government, or advance
human society. All to often the very establishment that claims most credit for providing an
education ends up stifling the growth of gifted students. In this vein, providing gifted
education is similar to the basis of providing Special Education. The end objective is that these
students can make an extraordinary difference in the world and are not wasted for lack of
institutional attention. The Marland Reports from the 1970s would report that 3-5% of
students could be identified as Gifted. This percentage is about the same percentage of
children that need Special Education. Keeping this equality in mind, these gifted and talented
children deserve to be offered assistance of similar priority and attention in every school.

Interview your students!​ Seek out those hidden gifts and talents by
creating surveys​. ​There are websites such as ​Survey Monkey​ that make
surveys easy to distribute and analyze.

● Introduce students to other students who have similar interests

● Frequently encourage them to create and hone their skills together
● Keep them on track and remind them that their special interests are
important

We recommend some of these books for ideas on teaching Gifted and Talented Students:
1. Susan Winebrenner’s​ ​Teaching Gifted Kids in the Regular Classroom
2. Joyce VanTassel-Baska Ed.D.’s​ ​Alternative Assessments with Gifted and Talented Students
3. Ashley McCabe Mowat’s ​Brilliant Activities for Stretching Gifted and Talented Children
4. Joy Lawson Davis’ ​Bright, Talented, & Black: A Guide for Families of African American Gifted Learners
5. John Senior’s ​100 Ideas for Secondary Teachers: Gifted and Talented

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Strategies for Students Gifted in the Language Arts​:
Vocabulary ​Go beyond simple repetitions of definitions. On a weekly basis,
explore homonyms, homophones, etymology, analogies, and idioms. Go
deep into linguistics and shine light on the unknown.
Reading ​Establish reading groups, either in school and after school. There
are websites, such as ​www.greatbooks.org​, that offer excellent collections
to form a personalized reading list. While reading, start discussions that
include fleshing out the many layers of textual study.
Apply these aspects to examine texts:
● Ethical issues
● Trends
● Hidden rules and reactions
● Details
● Developments of topics or characters over time
● Lead students through “wearing” different analysis “hats” or “glasses”

Writing ​Invite gifted students to devote time to honing their writing skills.
Provide a safe space and time for them to focus on independent
assignments with flexible deadlines.
Offer a “menu” of assignments such as:
● Novel writing (mystery, science fiction, romance, etc.)
● Poetry
● Journaling
● Biographing
● Investigation
● Blogging
● Podcasting
● Reviewing (food, movies, music, books, cooking, etc.)
● Play writing

Assess your student’s writing and offer motivational feedback and constructive criticisms.

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Mathematics​:​ ​Often a standard curriculum is lacking in depth, pace,
and complexity for mathematically gifted children. It is important to
provide extended options for students that have a keen interest in
mathematics. When teaching math remember that a talent in
mathematical thinking may not appear until given the proper
support. A classroom may also have a variety of uneven mathematical strengths. Some
children are gifted when it comes to concept development in math and others are much
stronger in computation.

As a teacher, one should try to recognize the “math intuitives” in the classroom. These are
individuals who can feel out the answer to a math problem, often entirely independently with
no prior instruction. For examples, consider the protagonists in “Good Will Hunting,” “A
Beautiful Mind,” “The Imitations Game,” or in “Hidden Figures.” One tactic to identify students
may be to briefly introduce college level mathematical concepts every now and then and to
see how the students react. They may be ready to tackle mathematical problems that are
years beyond their peers and there is no reason not to at least expose these students to them
at a younger age.

Addressing the needs of the mathematically gifted, to nurture this type of strength, is a
responsibility of an instructor. The application of these strategies is crucial for these gifted
students in maximizing their own potential:

● Teachers or special tutors who teach mathematics to gifted learners need a ​strong
background in mathematics content. Provide guidance and examples, so these students
can have role models and people to challenge them. If the school has only a few
students with these special needs and does not have such a teacher, a mentor from
outside the school should work with these students.
● The curriculum might need to be altered and a classroom divided so that gifted children
are doing advanced work. Coordinate with other teachers so that their work the
following year will not be disrupted or duplicated.
● Find the right resources. Supply gifted students with online resources, books, or
calculators, so that their growth is not hindered.

Keep students active in mathematics with different assignments and products to introduce
information! Combine mathematics with the sciences, puzzles, arts, and design, to show
how all the different subjects can intersect. Challenging students in math is not only
important for our community but for the development of our world.

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Science​:

Students with an outstanding interest in natural phenomena, that

have a strong ability to think creatively and in abstract terms, are
often gifted in the Sciences.

Here are some ideas to implement for Gifted and Talented

Students in the Sciences:

● Monthly assign to the students projects and/or extra credit

projects where they get to pick their branch of science.
Give them a selected list to pick from, but let the student
mostly pick out what they want to focus on. There are
many branches to science, try to pick out the areas that may be completely new to them
to spark interest.
● Give the students access to professionals. Let them see exactly what a professional
scientist does every day. Most importantly, allow them to actually ​do​ work in that
particular setting that they’re interested in. Schedule field trips where students can
interact in a variety of these settings.
● Have biographies of scientists and inventors in the classroom, free for students to look
at during down-times or to take home.
● Have them design their own escape rooms; Rube Goldberg machines; introduce them to
MineCraft, Legos, or other problem solving activities.
● Have small group discussions on real-world topics. Brainstorm upon the stories of
current problems in the world or community that need science to be resolved. Then do
all you can to actually implement their ideas and interact in the world to show that they
can make a difference through science.

It must be up to the teacher to decide whether these ideas can be implemented either during
classroom time, alongside the entire class, or separately; either after or before school in a
club-meeting style. These extra projects also do not have to take place at school but can be an
online forum between parents of gifted and talented students and completed at home in
spare time.

For creating your own gifted and talented student curriculum, ​William and Mary Science
Curriculum Units​ may be helpful to use as an example. They have developed the Center for
Gifted Education which contains simulations of real-world problems that face today's society
and may be of use to teachers who have students that need more curriculum support.

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The Artistically Gifted Checklist​:
The following list is an interpretation of “Identifying Artistically
Gifted and Talented Children” by Willemina Foeken
​ ttp://www.artisticnetwork.net)​
(h

❏ If imagination is a form of language, this student is

fluent; they can read, speak, and hear the native
call of creativity.
❏ This student seems to possess higher sensitivities
and understandings of color, movement, dimensional space, rhythm, pitch,
or of other dynamisms of the world.
❏ They can adroitly absorb, process, and communicate precise feelings and
concepts.
❏ They hold faith and love in their own work, and do not feel they must box
themselves into the expectations of others.
❏ The student may stray if the assigned task does not resonate with what they
feel called to work on.
❏ This student becomes one with their artwork; completely absorbed and
adaptive with the medium they are using.
❏ They began creating art before the age of two, as soon as detexerity allows
for such work.
❏ Above average in intelligence, this student is in a constant state of studying
the world.
❏ They are extraordinarily skilled in one, or more, particular medium(s) of art.
❏ Look at the way they dress, decorate their belongings, or doodle on their
homework; the student has an innate inclination to design their world.
❏ The student is a non-conformist at heart because they are so naturally
inventive and curious.
❏ This artistically gifted child naturally turns to creating Art, without being told
to do so.
Over time, the more qualities that you discover can be “checked off”
regarding your student, the more confident you should feel in instructing
your student through Individualized Educational Approaches.
For further analysis on artistic learning, look up the research of ​Gaitskell
and Lowenfeld​’s long-term case studies!

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Individualized Educational Approaches:

Gifted and talented children may stand out in ways other than their academic excellence: they
also have greater psychomotor, sensual, imaginative, intellectual, and emotional
‘overexcitabilities’. This unique group of children need support for ​all​ their individual needs.
Sometimes talented children develop anachronistically, “their minds are often ahead of their
physical growth, and specific cognitive and emotional functions are often at different stages of
development” (​New World Encyclopedia Gifted Child​). There are many unmet needs of gifted
and talented children that are out of sync with the majority of their peers. This should stress to
educators the importance of more individualized guidance throughout their school years.

Examples of Educational Assessments and Accommodations:

Assessments: ​ There are a variety of ways to identify and assess gifted students. Creating
portfolios, specialized tests, observational accounts, and grades are efficient. There is no single
way to showcase a student’s ‘giftedness’ or talents, and so to assess whether a student is
gifted, a school should agree on establishing at least three methods for a profile.

Accommodations: O ​ nce a student is assessed and identified as gifted or talented,

accommodation must be made for the student. Accommodations may be a special in-class
teacher assistant, after/before school ‘club’ styled group meetings, split classroom
assignments, or outside of school tutoring. Suggest that the student take online college level
courses in their spare time. It is up to the teachers to identify and provide appropriately
challenging classwork, homework, and resources.

Here are some links that may prove useful on engaging gifted and talented students in your
classroom:

● Hoagie's Gifted Education ​A method to “compact” your curriculum by previewing the

entire unit. If the gifted student proves they already know the material during the
‘preview’ process, or if they reach ‘mastery’ before other students, have them complete
a more complex version of the subject while the rest of the class finishes the unit.
● Teach-nology ​ A method of differentiating and dividing the classroom by levels of
individual advancement.
● Prufrock Press​ A teaching resource
● http://www.eds-resources.com/edgifted.html​ Lesson plans for gifted students
● Davidson Institute for Talent Development​ Discusses strategies for gifted students
● Edutopia​ A project-based learning website

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Gifted Leaders​:
The following was influenced by “Leadership Skills Among the Gifted and Talented” by Linda Addison
​ ttps://www.ericdigests.org/pre-923/skills.htm)​
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There is a theory that there are two types of leaders: active leaders, who are influential through personality,
and reflective leaders, who become leaders because of their influential ideas and accomplishments. Strong
leaders should be a bit of both, and unfortunately this type of leader is usually less likely to step up to the
plate of where they are needed.

The world needs gifted and talented students as leaders to take active roles in politics, government,
businesses, school boards, and world organizations. The earlier your gifted and talented students are given
opportunities and experience to lead, the more likely they will be comfortable with taking on leadership roles.

Linda Addison suggests that teachers should identify those who excel in leading by using some of the methods
below:

● Nomination and/or rating done by peers, teachers, self, or community group members (for example,
scout, church or 4-H group leaders)
● Observation of simulation activities
● Biographical information on past leadership experiences
● Interviews
● Personality tests (such as the Myers-Briggs Type indicator)
● Leadership styles instruments (such as this CRAM “Leader Effectiveness and Adaptability Description”)
which may be interpreted to give student leadership profiles:

https://www.cram.com/essay/effectiveness-of-leadership-and-people-skills-in/F384922SJ

Many group dynamics and human relations textbooks contain checklists that further pinpoint leadership
abilities. The information gathered in this process should give direction to the intervention program and
should be collected on a continuous basis.

Accommodations:
● Extra room for after school programs, or “study” period clubs meetings, or just an online at home
individual or group project
● Help them start groups or organizations that they are passionate about.
● Show them how they can lead compassionately and with purpose to make a difference in the world.
● Give them tools like website makers, posters, meeting locations, fundraising ideas…
● Teach and discuss what “good leading” means: what kind of person is an effective and helpful leader?
What do they need?
● Literally show ​how​ to listen to other people’s needs, study many sides in contentious issues, point out
differences in various famous people’s speeches that highlight how language can be spoken and
phrased; can the student create speeches for others to follow, respect, and understand? Assist them in
writing and public speaking.

Linda Addison’s book on Gifted Leaders was published by E​ RIC Clearinghouse on Handicapped and Gifted Children.

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End of Teaching Strategies for Gifted and 
Talented Students. 
 

Postscript: Photo credits go to Dreamstime.com

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Additional Educational Resources: Links for Gifted and Talented Worksheets

K - 2 Science:

https://www.teacherspayteachers.com/Product/K-2nd-Grade-Weather-for-Gifted-and-Talented-Students-ESSA
-3317613

https://www.teacherspayteachers.com/Product/K-2-Life-Cycle-of-Butterfly-Gifted-and-Talented-Reading-Scienc
e-3443262

https://www.teacherspayteachers.com/Product/K-2-Life-Cycle-of-Apple-Tree-Gifted-and-Talented-Reading-Sci
ence-3443013

https://www.teacherspayteachers.com/Product/K-2-Life-Cycle-of-a-Frog-Gifted-and-Talented-Science-3436560

Grades 3 - 5 Science:

https://www.teacherspayteachers.com/Product/Grades-3-5-Gifted-and-Talented-Climate-Types-3317581

Grade K - 8 Science:

https://www.teacherspayteachers.com/Product/K-8-Food-Chains-for-Gifted-and-Talented-Students-Science-ES
SA-3398358

Grade 6 - 12 Science:

https://www.teacherspayteachers.com/Product/Gifted-and-Talented-Climate-Change-Global-Warming-Environ
ment-Science-3408471

K - 2 Reading:

https://www.teacherspayteachers.com/Product/K-2-Gifted-and-Talented-Fiction-vs-Nonfiction-3321673

https://www.teacherspayteachers.com/Product/K-2-Reading-Materials-For-Stated-Purpose-Gifted-and-Talente
d-Info-Text-3433198

https://www.teacherspayteachers.com/Product/K-2-Gifted-and-Talented-As-I-Was-Going-to-St-Ives-Poetry-291
7760

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K Math:

https://www.teacherspayteachers.com/Product/K-Gifted-and-Talented-Counting-and-Comparing-Numbers-to-1
00-Common-Core-3321753

https://www.teacherspayteachers.com/Product/K-Gifted-and-Talented-Common-Core-Measurement-and-Data-
3403580

https://www.teacherspayteachers.com/Product/K-Gifted-and-Talented-Geometry-Common-Core-3403819

https://www.teacherspayteachers.com/Product/K-Gifted-and-Talented-Common-Core-Operations-and-Algebrai
c-Thinking-3403936

Grade 1 Math:

https://www.teacherspayteachers.com/Product/G1-Gifted-and-Talented-Operations-and-Algebraic-Thinking-Co
mmon-Core-3429901

https://www.teacherspayteachers.com/Product/G1-Geometric-Shapes-Gifted-and-Talented-Common-Core-342
6194

K - 2 Math:

https://www.teacherspayteachers.com/Product/K-2-Math-Identify-Bill-Amounts-Gifted-and-Talented-148985

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