Suggestion for Use Why Appropriate Strategy Description of Strategy With Gifted Learners for Gifted Learners Compacting Assesses prior Explain process to students Recognizes prior student’s knowledge on a topic. Excuses and parents. knowledge and allows for him or her from mastered independent pursuit in materials. Plans for learning Document pre-assessment areas of interest or what is not known and frees- up and plans/timelines for passion. time for enrichment or accelerated or enrichment accelerated study. study. Eliminates boredom. Allow for student choice in enrichment study. Independent Student and teacher identify Build on student interest. Allows for long-term problems or topics of interest to Allow freedom, but provide depth work in areas of Projects the student and plan scaffolding and guidance. passion and interest. investigation and synthesis for findings. Negotiate and document Teaches planning and criteria, goals, and timelines. research skills. Use process log to Encourages document project independence and proceedings. motivation. Allows work with complex and abstract ideas. Interest Offer enrichment and meaningful Ensure the task is suitably Allows opportunity for study for students who can complex. study in greater breadth Centres/Groups demonstrate mastery with and depth, and in areas required work. Allow students of like beyond regular interests and abilities to work curriculum. together. Allows for student choice. Involve learner in creating centre or group. Enables and encourages students to make Allow large blocks of time. connections between Provide more in fewer fields and topics. topics. Flexible Skills Students are placed into groups Exempt learners from Acknowledges quick according to their readiness and already mastered basic skills mastery and recall of Grouping needs. work. information. Movement among groups is based on ability and growth in a Place required skill work in a Provides opportunity for given skill. meaningful context. participation in advanced work and development of Ensure development of advanced skills, such as advanced knowledge and production and skills in areas of talent. expression. Allows independent work at own pace. student’s Tiered In a heterogeneous grouping, Use advanced materials. Provides meaningful work use varied levels of activities and with peers of similar Assignments approaches to suit Ensure open-ended, interest and readiness. students’ abilities. Build on prior complex activities that knowledge and prompt require student to transform Allows early exploration continued growth. ideas rather than merely and application of
Strategy Description of Strategy Suggestion for Use With Gifted Learners Why Appropriate for Gifted Learners Compacting Assesses student’s prior knowledge on a topic. Excuses him or her from mastered materials. Plans for learning what is not known and frees- up time for enrichment or accelerated study. Explain process to students and parents. Document pre-assessment and plans/timelines for accelerated or enrichment study. Allow for student choice in enrichment study. Recognizes prior knowledge and allows for independent pursuit in areas of interest or passion. Eliminates boredom. Independent Projects Student and teacher identify problems or topics of interest to the student and plan investigation and synthesis for findings. Build on student interest. Allow freedom, but provide scaffolding and guidance. Negotiate and document criteria, goals, and timelines. Use process log to document project proceedings. Allows for long-term work in areas of passion and interest. Teaches planning and research skills. Encourages independence and motivation. Allows work with complex and abstract ideas. Interest Centres/Groups Offer enrichment and meaningful study for students who can demonstrate mastery with required work. Ensure the task is suitably complex. Allow students of like interests and abilities to work together. Involve learner in creating centre or group. Allow large blocks of time. Provide more depth in fewer topics. Allows opportunity for study in greater breadth and depth, and in areas beyond regular curriculum. Allows for student choice. Enables and encourages students to make connections between fields and topics. Flexible Skills Grouping Students are placed into groups according to their readiness and needs. Movement among groups is based on ability and growth in a given skill. Exempt learners from already mastered basic skills work. Place required skill work in a meaningful context. Ensure development of advanced knowledge and skills in areas of talent. Acknowledges quick mastery and recall of information. Provides opportunity for participation in advanced work and development of advanced skills, such as production and expression. Allows independent work at student’s own pace. Tiered Assignments In a heterogeneous grouping, use varied levels of activities and approaches to suit students’ abilities. Build on prior knowledge and prompt continued growth. Use advanced materials. Ensure open-ended, complex activities that require student to transform ideas rather than merely Provides meaningful work with peers of similar interest and readiness. Allows early exploration and application of