FAQ about Gifted Education

A reporter for “The Smith Scholarly” created a frequently asked questions' post in response to several questions that were received regarding gifted education.

'What is your current process for identifying gifted and talented students at your school?

Our current process includes two standardized tests, the Cogntive Abilities Test or CogAT, and the Iowa Test of Basic Skills or ITBS. Third grade students are given the CogAT in late winter/early spring and based on these results, students scoring in the top percentile are then administered the ITBS. In addition to these assessments, a teacher observation checklist and parental feedback is also part of identifying gifted and talented students. Only fourth and fifth grade students may be identified to receive gifted and talented services, however, third grade students may be a part of the Explorers group based on teacher recommendation and classroom performance but are not technically identified as 'gifted'.

What areas do the standardized tests, checklists, and recommendations measure?

The CogAT measures students' abilities in reasoning and problem solving using verbal, quantitative, and spatial symbols. The ITBS assesses students ability to think critically in the areas of reading, language arts, mathematics, science, and social studies. The ITBS is intended to be more comprehensive than the CogAT. The teacher checklist is more like a rating scale in that there are a list of factors such as motivation, independence, work habits, as well as academics and the teacher must rate the high-performing students on a scale to determine the level of enrichment that would best meet his/her needs. This is also used to determine the delivery method – whether the student's academic needs are best met through differentiated instruction in the regular classroom or if the student needs to be pulled out of the classroom to work with the AG teacher. This documentation is then presented to the school-based committee (SBC) for review and the students receive services starting the first semester of fourth grade. Once identified, students are re-evaluated and new students are evaluated for eligibility at the end of each year.

Do you think it would be potentially discriminatory to use a list of characteristics to identify the gifted and talented students in a large school district?

Yes, I do. The standardized tests and lists of characteristics are based on what researchers in the field have identified to be the most common traits of gifted students such as advanced verbal ability, advanced processing and problem solving skills, and learning information faster than their agemates, among many others (10). A larger population of students means that there will be a larger spectrum of diversity and 'each of these characteristics may be manifested in different ways by students from different cultural groups and educators must be especially careful in attempting to identify these characteristics in students from diverse backgrounds' (10). Students from various backgrounds may express a variety of attributes of giftedness but it may not be recognized by a teacher because the student does not fit a given profile. Giftedness is multifaceted and can not always be measured by cognitive ability. Gardner's theory of multiple intelligences and Renzulli's three-ring definition allow for a more encompassing definition of what gifted and talented is. Standardized tests and checklists may not accurately measure creativity and may not account for students that demonstrate low academic performance and/or have learning disabilities (24, 28). This could cause students to be misidentified or not identified at all.

How would you improve the process?

I think the process should include some form of assessment that can measure non-academic ability. The Evaluation of Potential Creativity or EPoC is a standardized test that measures creativity. For many students, especially those from diverse backgrounds, the use of a standardized test may not be valid and other methods must be identified and implemented to measure non-academic giftedness and talent. Teachers are able to compile a portfolio of student work samples that they believe demonstrate high ability but, again, this is solely academic. In addition, a broader list of characteristics should also include examples of how culturally diverse students might demonstrate their giftedness (19). This way, we can value the gifts and talents of students that go to school in our diverse community.

In addition, many teachers of gifted students are also expected to differentiate their instruction. This means that they modify the content, process, or product of instruction. Adapting these areas help to ensure that the academic needs of gifted and talented students are being met. Through this differentiation, teachers can provide opportunities for students to demonstrate their understanding through multiple intelligences and catering to their strengths.

Differentiation is quite a buzz word among educators, however, it seems that there may be some discrepancy about how to effectively provide differentiation. What factors need to be considered by curriculum designers to construct a differentiated curriculum for gifted students?

There are quite a few factors that need to be considered. These factors include, but are not limited to the following:

• Student population. Students bring a range of talents, gifts, values, and cultural background that affect the content and method of instruction.

• Interests of students. Educators want to ensure that students are engaged in their learning, so considering the interests of the students will enable them to be active participants in their learning.

• Strengths and weaknesses of students. The abilities of the students determines what areas need to be improved and which areas require further enrichment.

• Assessment tools. Tools used to measure performance must be correctly matched in order to ensure that the results are valid and reliable. They should match the students' interests and/or optimal method of performance.

• Purpose and Goals. A clear goal and purpose is needed to serve as the guiding force of the construction and implementation of instruction.

  One factor that is often overlooked are the socio-emotional needs of gifted students. Researchers had once thought that the focus of school needed to be on academic instruction, and that by meeting students' instructional needs that their affective needs would be met as well. That is not the case. The primary needs of all students must be met so that their attention can be focused on learning. Furthermore, gifted students experience the same emotions as their agemates but they may do so at an earlier or faster rate (417). Their unique characteristics, such as a highly developed sense of humor, perfectionism, and high expectations of self and others, may prevent them from 'fitting in' with their peers which may make it difficult to make friends. Research has shown that there is a connection between cognitive and affective functioning so socio-emotional components must be included as a part of any program (418).

One way to include affective components into instruction is by including open-ended discussion that requires honest and respectful discourse, including art into content as a form of expression, and providing opportunities for real-world application and reflection (420-421).