GIFTED AND TALENTED (ECS to Grade12: Code 80)
Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:
general intellectual specific academic creative thinking social
musical artistic kinesthetic.
For further explanations regarding these areas, refer to Teaching Students Who Are Gifted and Talented, Book 7 of the Programming for Students with Special Needs series, pages 18–19. The resource can be purchased from the Learning Resources Centre at

Tips for working with high ability learners...
• give choices.
• use compacting.
• allow making independent plans for independent learning. • use theory of Multiple Intelligences.
• use mentoring or Apprenticeship with Professionals.
• teach entrepreneurship.
• teach scientific method.
• allow tutoring/peer coach.
• use Socratic questioning.

Characteristics of Gifted Students (Growing Up Gifted by Barbara Clark)
  1. Extraordinary Quantity of Information, Usual Retentiveness
    Need–to be exposed to new and challenging information, to acquire early mastery of basic skills
    Organizational Pattern–individualized learning; out of classroom experience Classroom Strategies–information organized at different levels of difficulty, self
    check, and pre and post tests, a variety of teaching and learning methods at each level
    Possible Problems–boredom with the regular curriculum, impatience with waiting for other students
  2. Advanced Comprehension
    Need–access to challenging curriculum and intellectual peers
    Organizational Pattern–self-selected flexible groupings, opportunities to attend advanced level classes or courses
    Classroom Strategies–group discussion on selected topics, independent study on advanced topics of interest, access to advanced materials
    Possible Problems–poor interpersonal relationships with other children, adults considering the child rude, a dislike for repetition
  3. Unusual Curiosity, Varied Interests
    Need–to be exposed and pursue a wide variety of subjects and topics Organizational Patterns–independent study, mentors, simulations
    Possible Problems–difficulty conforming to group tasks, taking on too many projects at once, overextending
  4. High Level of Language Development
    Need–opportunity to encounter and use increasingly difficult vocabulary and concepts Organizational Pattern–work with academic peers
    Classroom Strategies–write (book, journal, play, television script), read advanced level reading materials, make presentations to other classrooms on an interest area
    Possible Problems–seen as a “show off” by peers and adults

  5. High Level of Verbal Ability
    Need–opportunity to share ideas verbally and in depth Organizational Pattern–self selected flexible groupings
    Classroom Strategies–work on projects of interest to the student that involve communication and an exchange of opinion in a wide variety of ways
    Possible Problems–dominates classroom discussions with information and questions deemed negative by teachers and fellow students, use of verbalism to avoid tasks and difficult thinking
  6. Unusual Capacity for Processing Information
    Need–to be exposed to a large variety of ideas a various levels of complexity Organizational Pattern–learning centers, assignments, and projects available at many
    levels in a variety of subjects
    Classroom Strategies–projects involving problem finding, problem focusing, problem solving, and research skills
    Possible Problems–resents being interrupted, perceived as too serious, dislike of routine and drill
  7. Accelerated Pace of Thought Processes
    Need–to be exposed to ideas, content, subject matter, at a pace appropriate to an individual pace of learning
    Organizational Pattern–individualized curriculum, advanced placement, early entry, off grade classes, cluster grouping
    Classroom Strategies–acceleration, self pacing
    Possible Problems–frustration with inactivity and the absence of progress
  8. Flexible Thought Processes
    Need–to be allowed to approach problems and learning in diverse ways Organizational Pattern–lesson plans
    Classroom Strategies–teacher acceptance of flexible thinking, unusual products, open ended assignments, opportunities to do things in different ways, varied instruction
    Possible Problems–seen as disruptive or disrespectful to authority and traditions or to the idea of a single right answer

  9. Creative (synthesizes, delays closure, sees unusual and diverse relationships, generates original ideas and solution)
    Need–to be allowed: to have incubation time, delay closure, “mess around” with materials and ideas, to have creative thinking training
    Organizational Pattern–flexibility in deadlines and assignments, individual conferences, integrated curriculum over a large block of time
    Classroom Strategies–individual deadlines, continuous progress assessment, present complex problems with out one right answer, a classroom atmosphere (teacher acceptance) of respect for unusual ideas, provide time for thinking and reflection, unstructured periods of time for exploring materials and ideas, problem solving activities
    Possible Problems–frustration, being considered “off the subject,” considered odd or weird by others, difficulty with conformity, may be penalized for “not following directions,” may deal with rejection by becoming rebellious
  10. Ability to Think in Abstract Terms and Form Concepts
    Need–to be exposed to abstractions, to have the opportunity to form generalizations, to use and design conceptual frameworks, to seek order and consistency, to develop a tolerance for ambiguity
    Organizational Pattern–individual contracts, learning centers, access to the community, small group work, an opportunity to spend time with experts in the students’ areas of interest
    Classroom Strategies–inquiry skills, opportunities to analyze their own learning, communication, and decision making, individualized projects, integrated curriculum, simulations
    Possible Problems–rejection or omission of detail, questions other’s generalizations include teachers, frustration with other student’s lack of ability to understand concepts or generalizations
  11. An Evaluative Approach to Others and Themselves
    Need–to be exposed to people of varying abilities and talents, to set realistic short terms goals, to develop skills in data evaluation using criteria, to develop skills in decision making and problem solving
    Organizational Pattern–flexible grouping, individualized learning
    Classroom Strategies–self evaluation and cooperative evaluation experiences, experience and practice in goal setting and goal evaluation, experience and practice in decision making and problem solving
    Possible Problems–perceived as elitist, conceited, superior, too critical, becoming discouraged from self-criticism, timid, won’t try new areas, fear of failure, seen as too demanding, compulsive, friends can’t live up to gifted student’s standards, intolerant of students of lesser abilities

  12. Persistent Goal-Directed Behavior
    Need–to pursue interests beyond the allotted time, to set and evaluate priorities Organizational Pattern–flexible scheduling, individualized instruction Classroom Strategies–self selected projects, developing interests
    Possible Problems–perceived as stubborn, willful, uncooperative
  13. Large Accumulation of Information about Emotions that Has Not Been Brought to Awareness
    Need–to process the emotional meaning of experience, to become aware of emotions of self and others
    Organizational Pattern–learning centers, individual activities, small discussion groups, whole class discussion
    Classroom Strategies–task cards and group discussion about emotions and feelings, awareness exercises
    Possible Problems–vulnerable to criticism of others, high level of need for success and recognition, perfectionism
  14. Keen Sense of Humor (gentle or hostile)
    Need–to learn how one’s behavior affect the feelings of others
    Organizational Pattern–whole class and group discussions
    Classroom Strategies–exercises and activities that help students understand humor Possible Problems–use of humor for critical attack upon others resulting in damage to interpersonal relationships