Gifted and Talented: A Teacher's guide
Discover why labelling pupils 'gifted' may harm achievement and learn practical strategies to challenge all learners effectively in your classroom.
What is Gifted and Talented?
In the UK, schools historically defined gifted students as being in the top 5% for intellectual abilities. It is equally as important to cater for these students as it is to cater for the other 95%.
Key Takeaways
- Beyond the Label Trap: Why calling learners 'gifted' may actually harm their achievement, and what to say instead to boost performance
- The 95% Question: Discover why 'How do you challenge your most able?' is the wrong question, and what to ask instead
- Depth Over Speed: Why accelerating bright students through content backfires, and how to challenge them without leaving others behind
- The Differentiation Myth: Stop creating extension tasks that limit learning: use formative assessment to naturally stretch all learners
The issues associated with the concept of gifted and talented children, whether differentiation and enriched programs of study are fit for purpose, and practical ways that we can ensure all students are making excellent academic progress.
'How do you cater for your most able students?'
If you are a teacher, I expect you have been asked this question many times in every year of your career. There is probably a box dedicated to it on the lesson plan proforma that comes out each time you are observed.
Note that giftedness doesn't just refer to intellectual abilities, but also encompasses talents in other areas such as music, art, and athletics. Talented learners may not necessarily excel academically, but they have a natural aptitude and passion for a particular skill or subject.
As a teacher, recognise and nurture these talents as well, providing opportunities for these students to explore and develop their skills. By acknowledging and supporting gifted and talented learners, we can create a more inclusive and enriching learning environment for all students.
Common approaches to a gifted and talented education in schools, colleges and universities include:
- Differentiated Curriculum
- Extension Tasks
- Questioning
- Further Reading
- In-Class Differentiation
- Enrichment Program
- Discussion Questions
- Project-Based Learning
There is a lot of pressure on secondary schools and colleges to cater for their brightest students, but some of the strategies employed to do this can unintentionally jeopardize the academic successof those students not identified as gifted and talented.
In the UK, schools have traditionally identified gifted students students as being in the top 5% for intellectual abilities. It is equally as important to cater for these students as it is to cater for the other 95%. the issues associated with the concept of gifted and talented children, whether differentiation and enriched programs of study are fit for purpose, and practical ways that we can ensure all students are making excellent academic progress.
What Does Gifted and Talented Mean in UK Schools?
Historically in the UK, schools categorized gifted learners students as those in the top 5% for intellectual abilities, while talented refers to students with exceptional abilities in areas like music, art, or athletics. This distinction helps teachers identify different types of high-ability learners who may need specialised support. Understanding these terms is crucial for creating appropriate educational provisions for these students.
Shakespeare wrote: a rose by any other name would smell as sweet. This is not always the case!
There are so many terms used for students who have a particularly high academic aptitude according to baseline cognitive ability tests:
- Gifted Children
- Talented Children
- Enhanced Students
- Highly Able
- More Able
Would a gifted and talented student by any other name achieve as much? Probably not. Research suggests that they would actually achieve more without any label.
Mueller and Dweck (1998) found that performance on future tasks improves when teachers praise students' effort rather than their ability. Labels such as 'gifted and talented' emphasise the role of innate or natural talent, which can be interpreted by learners as diminishing the importance of effort. This connects to growth mindset research, which shows these labels can decrease future academic success if learners are aware of them.
However, the reverse is true when the labels are only made available to teachers. Rosenthal and Jacobson (1966) found that when teachers were told that they had a class of high achievers, the learners made significantly more progress over a year compared to a control group with the same baseline data.
What can we learn from these two studies?
- Avoid labelling students according to natural talent
- It is better to say 'you know how to work hard' than 'you are smart'
- Emphasise the importance of effort on achievement
- Hold high expectations of all students
How Do Schools Identify Gifted and Talented Students?
Researchers (e.g., Renzulli, 1986) suggest using multiple methods to spot gifted learners. Schools use test scores and teacher observations. They also use performance data. Academic tests check learner intellect. Talent spotting looks at skills like creativity (Gagne, 2003).
Tests measuring aptitude need caution (Sternberg, 2003). They may miss varied cognitive skills (Gardner, 1983). Use formative assessment to check higher-order thinking (Bloom, 1956). Consider a learner's metacognition skills (Flavell, 1979). Adaptive teaching helps spot learners exceeding expectations (Vygotsky, 1978).
Differentiation: Is It Enough?
Differentiation, the tailoring of instruction to meet individual needs, is a cornerstone of effective teaching. However, when it comes to gifted and talented students, differentiation alone might not suffice. While provide varied tasks and resources, the depth and complexity of the content must also be carefully considered.
Simply providing "more" work isn't the answer. Instead, focus on providing work that is different: tasks that challenge learners to think critically, solve complex problems, and explore ideas in greater depth. This may involve adapting the curriculum to include more advanced concepts or providing opportunities for independent research and project-based learning. Thoughtful lesson planning, alongside assessment for learning, helps students to make academic progress.
The Problem with Extension Tasks
Too often, extension tasks for gifted and talented students are simply more of the same, offering little real challenge or opportunity for growth. These tasks can become a form of busywork, failing to engage students' intellectual curiosity or develop their higher-order thinking skills.
Instead of relying on generic extension tasks, teachers should design activities that allow learners to pursue their interests, explore complex topics, and develop their unique talents. This could involve independent research projects, creative problem-solving activities, or opportunities to mentor other learners. The key is to provide meaningful and challenging experiences that creates intellectual growth.
Frequently Asked Questions
What does gifted and talented mean in UK schools?
In the UK, schools traditionally define gifted students as those in the top five per cent for intellectual ability. Talented refers to students who show exceptional skills in practical areas such as music, art, or physical education. This distinction helps teachers identify different types of high ability learners who require specific support.
How do teachers identify gifted and talented students?
Teachers use a combination of standardised test results, classroom observations, and ongoing assessment data. It is important to look for signs of higher order thinking and the ability to use metacognition during complex tasks. Using multiple measures ensures that a wide range of cognitive abilities is recognised across the school organisation.
Why should teachers avoid labelling students as gifted?
Research indicates that telling a student they are gifted can lead to a fixed mindset where they fear failure. When students believe their success is due to innate talent, they may stop putting in the necessary effort to improve. It is more effective to praise the specific strategies and hard work a learner uses to solve a problem.
What are the best ways to challenge more able students?
Teachers should focus on providing depth rather than increasing the speed of the curriculum. Using open ended questions and complex problem solving tasks allows students to apply their knowledge in new ways. This approach ensures that high ability learners remain engaged without being separated from the rest of the class.
What are common mistakes when teaching gifted learners?
A frequent mistake is giving students extension tasks that are simply more of the same work they have already mastered. Another error is assuming that high ability students can always work independently without teacher guidance or support. Teachers should instead plan for tasks that require critical thinking and encourage students to justify their reasoning.
What does research say about teacher expectations?
Studies like the Rosenthal and Jacobson research show that high teacher expectations significantly improve student progress. When teachers believe their students are capable of high achievement, their teaching behaviour changes to provide more challenge. This positive cycle helps all learners in the classroom reach their full potential regardless of their initial starting point.
Practical Strategies for Supporting Gifted and Talented Learners
So, what are some practical strategies that teachers can use to effectively support gifted and talented learners?
- Flexible Grouping: Organise learners into small groups based on their learning needs and interests, allowing for targeted instruction and collaborative problem-solving.
- Compacting the Curriculum: Allow learners who have already mastered the core content to move on to more advanced material, freeing up time for enrichment activities.
- Independent Study: Provide opportunities for students to pursue independent research projects, allowing them to examine deeper into topics that interest them.
- Mentorship Programs: Connect learners with mentors who can provide guidance, support, and inspiration in their areas of talent.
- Real-World Applications: Engage learners in projects that connect classroom learning to real-world problems and challenges, developing critical thinking and problem-solving skills.
Ultimately, supporting gifted and talented learners requires a shift in mindset, moving away from the idea of simply providing "more" work and towards creating learning experiences that are challenging, engaging, and meaningful. By embracing this approach, we can ensure that all students have the opportunity to reach their full potential.
The effective support of gifted and talented learners is not about labels or generic extension activities. It's about understanding individual needs, developing a growth mindset, and providing challenging, engaging learning experiences that allow all learners to th rive. By focusing on depth over speed, encouraging effort over innate ability, and creating a supportive learning environment, teachers can helps gifted and talented students to reach their full potential, while simultaneously enriching the learning experience for all.
Remember, the goal is not to create an elite group of "gifted" students, but to cultivate a classroom environment where every learner is challenged, supported, and inspired to achieve their best. This requires a commitment to differentiation, personalized learning, and a belief in the potential of every student, regardless of their perceived abilities. By embracing these principles, we can create a truly inclusive and enriching learning experience for all.
Further Reading: Key Research Papers
These peer-reviewed studies form the evidence base for gifted and talented education and its classroom applications. Each paper offers practical insights for teachers seeking to ground their practice in research.
Differentiated instruction: A guide for elementary and middle school teachers View study ↗
Coleman, M. R. (2005)
Mindset: The new psychology of success View study ↗
Dweck, C. S. (2006)
Enhancing Creative Reading through Self-Questioning and Enrichment Activities View study ↗
0 citations
Zelal Aboud (2009)
Pygmalion in the classroom View study ↗
3,017 citations
R. Rosenthal and Lenore Jacobson (1968)
The Differentiated Classroom Responding To The Needs Of All Learners View study ↗
748 citations
J. Eichel (2014)
