Your child has a brain that is wired differently than other kids who are the same age. They take in information quickly and are able to understand it, assign meaning to it, and do something with that information. A gifted child can turn that faucet on full flow and never miss a drop. After years of hearing different definitions, here is the easy-to-understand meaning I came up with.Ī gifted child’s brain is a bucket, and knowledge is a water faucet. Traditionally in this context, it means being academically gifted: A person has strong cognitive or thinking skills, or that person can learn, access, or comprehend information well in a timed test. But what does that mean?Īs you’ll come to discover, “gifted” can have several meanings. When looking up gifted in a dictionary, you might find it to mean “having exceptional talent or natural ability.” Sounds great. The gifted and talented world can be difficult to understand, in part, because there are no set definitions of the terms. Let’s explore what it means to be gifted and or talented, what the difference is from being a high achiever, and whether you should tell your child they are gifted. This happens to many parents, some of whom I hear from looking for guidance. And all you can think is, “I don’t even know what gifted or talented is or what it means for my child’s life.” Suddenly, they are talking about changing your child’s educational plan. You’re sitting in the counselor’s or diagnostician’s office receiving your child’s test results, and they have told you your child is “gifted” or “talented,” based on the scores on these tests. Further development and implementation steps are discussed.See if this sounds familiar. Formative evaluation of the school development process shows that the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. The results constitute prototypes of structured competence domains and supportive software. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. Systemic preventive combination of such interventions could make these more effective and sustainable. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. Teachers can be supported in improving DP, but this requires school-wide intensive and long support. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. A pretest–posttest cluster randomised design was used with three conditions: control (n=34), pilot intervention (n=32) and improved intervention (n=34). The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences.
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