Teaching Gifted Students in the Classroom Tips and Guidance for Teachers
Dr. Ayedh bin Abdullah Al-Qarni
Talent
3
Developing and caring for the educational system is one of the most important priorities that contribute to developing society and achieving the required economic and social progress and development. Caring for discovering, caring for and developing the gifted in various fields such as arts, sports and science is one of the most important priorities despite the challenge facing the educational system in dealing with the gifted due to their exceptional characteristics and abilities that require specialized education that meets their special needs. However, meeting the needs of these students can be a challenge in a regular classroom, where everyone is taught in the same way and at the same speed.
The teacher of gifted students is considered a fundamental axis in developing the capabilities of gifted students and meeting their needs, as teaching gifted students requires a different approach, special attention, and different abilities for the teacher so that he can meet the needs of his gifted students and develop their different abilities. This article discusses a set of tips that can help teachers build an educational environment that contributes to teaching gifted students effectively within the classroom (Al-Attar, 2021).
Discovering talents
Discovering the gifted is one of the most important tasks of the teacher in the classroom. With the development of technology, research in psychology, and the development of education, modern and effective methods have emerged to discover the gifted and contribute to developing their capabilities and understanding their needs. Therefore, the teacher must possess the knowledge and skills necessary to discover the gifted, including the use of specialized tests and measures such as intelligence tests, technical skills tests, and exceptional ability tests, as well as the use of technology such as artificial intelligence and data analysis to analyze the performance of individuals and identify the gifted, in addition to the ability to monitor and follow up on the performance of individuals (Al-Attar, 2021).
Classroom management
Classroom management for gifted students requires special skills that teachers must master to ensure a productive, organized and comfortable learning environment for students, the most important of which is serious lesson planning and developing a detailed educational plan that includes lesson objectives, materials and various activities, and carefully managing time during the lesson to implement activities and instructions effectively and to meet students’ needs, in addition to the ability to communicate effectively with students and engage in open dialogue with them, including listening to their problems and concerns, taking into account individual differences and dealing with the diversity of students in the class effectively, ensuring that the needs of each student are met based on their level and individual abilities and providing them with feedback to improve their performance, and managing behavior in the classroom effectively, including promoting discipline, motivating positive behavior and dealing with inappropriate behaviors or conflicts between students, motivating students to participate effectively by asking questions, organizing discussions, and creating interactive activities, in addition to flexibility and adapting to students’ changing needs and the various challenges they face, whether educational, psychological, social and emotional, in particular, and providing the necessary support to help them reflect on them and the pressures of success and achieve a healthy balance in their lives (Al-Ali, 2016) (Hamad, 2019).
Using active learning strategies
The teacher must have the skills to apply active learning strategies effectively within the classroom in order to develop the higher thinking skills of gifted students in a manner consistent with their abilities and needs. These strategies include cooperative learning, self-learning, problem solving, project-based learning, learning using games, and learning through practical experiments (Al-Qarni, 2001).
Use of educational technologies
The skills of using modern technology and applying it in the educational process are considered one of the most important elements within the educational process, so the teacher must have the cognitive and practical ability to use these technologies such as virtual reality applications and artificial intelligence to provide enjoyable and stimulating educational experiences, use multiple educational resources online, participate in discussions and learn through social networks. (Al-Furaih, 2020).
Using Diverse Assessment Methods for Gifted Students
The teacher must have the ability to assess appropriately to measure the learning outcomes of gifted students through dedicated methods that take into account their level of exceptionality and high abilities. The teacher can use comprehensive assessment methods (Formative Assessment such as short tests, assignments and effective activities to track students’ progress and understanding of the materials, or Project-Based Assessment by completing projects or creative works and participating in research projects, or Self-Assessment by students evaluating their own performance, or Multimodal Assessment through oral observations, written tests, practical performance or realistic tasks that reflect students’ skills and creativity (Al-Ali, 2016; Ibrahim, 2021; Al-Nasheen, 2021). It is also necessary to comprehensively assess students and use assessment levels (Rubric) to provide clear guidance on the expected standards and criteria for student performance, taking into account the individual differences of each gifted student and providing constructive feedback to support their growth and development (Zayed, 2000).
Monitor performance and take into account individual differences. Provide feedback.
Monitoring the performance of gifted students, taking into account individual differences, and providing feedback are important elements to ensure that their needs are met and motivating them to continuously improve. Therefore, the teacher must have skills in using various assessment methods such as tests, active participation in the classroom, projects, and analyzing the data resulting from the assessment to understand the level of performance of each student and identify strengths and weaknesses, setting specific goals for each gifted student and preparing an individual action plan to achieve these goals, and providing additional challenges that contribute to expanding the student's knowledge and skills in the event that the specified goals are exceeded, in addition to monitoring students' progress regularly and developing adjustment plans if necessary, and providing students with regular feedback on their performance and communicating regularly with parents to share with them the level of their gifted children and provide support and know the ways in which they can support their children's education. (National Association for Gifted Children and Council for Exceptional Children, 2013; Advisors, 2021).
Develop research and problem solving skills
Developing research and problem-solving skills for gifted students is an important part of developing their mental and creative abilities. Therefore, the teacher must work to enhance these skills in his students by providing them with support in how to access research sources such as libraries, websites, and specialized databases, how to define research objectives, formulate appropriate questions and strategies for collecting and analyzing information, conduct independent research that reflects their interests and personal discoveries, and face research challenges that suit their level, in addition to encouraging students to participate in research competitions and scientific exhibitions to enhance their skills and appreciate their work, as well as helping students present their research results in a systematic and attractive way and simplify information for others (Ibrahim, 2021).
Developing self-directed and continuous (sustainable) learning
Self-learning for gifted students is an important process to help them develop their skills and abilities. This is done by providing a suitable and stimulating learning environment for self-learning, including providing self-learning tools and resources such as books, online courses, articles, and educational materials, developing personal organization and time management skills to allow them to appreciate their tasks and achieve goals, encouraging students to ask questions and search for answers, using motivation to encourage students to explore and learn more, providing individual support and supervision when students need additional help or guidance, providing opportunities to participate in research or exploratory projects that allow students to apply their skills and personal interests, in addition to organizing workshops and educational courses that allow students to develop new skills and deepen their knowledge in specific fields, and encouraging students to participate in competitions and activities outside the classroom and choose advanced courses or special programs that meet their interests and talents (Ibrahim, 2021).
Psychological support for gifted students
Psychological support for gifted students plays a crucial role in enhancing their mental, social and emotional health and contributes to their better achievements. Therefore, the teacher must have the ability to listen effectively to the needs and problems of gifted students, discuss the challenges and psychological pressures they may face, in addition to dealing with academic and social pressures effectively and providing strategies for managing pressure and cooperating with parents to participate in supporting students and providing advice and assistance in addressing problems, and encouraging students to care for their mental, social and physical health, and relax (Massez, 2017).
Developing social skills for the gifted
Developing the social skills of the gifted within the classroom is important because they play a crucial role in developing personal abilities and excelling in life. This is done by providing scientific activities and projects or using educational games, or conducting discussions on important social topics that can encourage critical thinking and expressing views in an open and respectful manner, or encouraging participation in social activities outside the classroom such as school clubs and cultural events, and presenting positive models of social behavior and effective communication through the teacher’s behaviors. The teacher must also provide time for students to discuss their personal or social problems and provide individual support when needed, express their thoughts and feelings correctly and effectively, and encourage them to accept themselves and others (Maajini, 2015).
Providing various enrichment programs
Enrichment programs are essential for the effective education of gifted students, as they contribute to expanding the horizons of learning and personal development of students in multiple ways and provide many benefits to them and to society as a whole. Therefore, the teacher must be fully aware of the enrichment programs that stimulate creativity and innovation among gifted students, and have the ability to provide enrichment programs in various fields such as science, mathematics, arts, and literature, in addition to programs that contribute to achieving academic excellence for gifted students, by providing academic challenges that motivate them to develop their skills and achieve outstanding performance in their fields of study (Alan, 2022).
Continuing professional training for teachers
Teachers must work on developing their skills and knowledge on an ongoing basis to ensure that they provide distinguished and appropriate education for these students who have outstanding potential. Therefore, teachers must evaluate their abilities and identify areas that need development, and work on developing and improving them by reviewing the latest research, articles, books, and best practices related to teaching gifted students and effective practices in this field, attending training courses and seminars, participating in specialized scientific associations and forums, communicating with experts and teachers with experience in teaching gifted students to obtain guidance and advice, in addition to benefiting from modern technologies and online educational platforms, as well as participating in research and studies related to teaching gifted students (Al-Jaghman, 2007). There is no doubt that investing in human resources is essential to achieving economic and social progress.
Developing the education system and discovering and developing talented students has become a priority. This requires the availability of skilled teachers and a dedicated learning environment to meet their needs. Therefore, it is necessary to prepare an integrated teacher with the various skills and competencies that enable him to build an effective learning environment through good lesson planning, careful time management, effective communication with students, interacting with them, and providing them with the necessary support to deal with the challenges they face. In addition to the ability to use active learning strategies such as cooperative learning, self-learning, and problem solving to develop the higher thinking skills of talented students. As well as using modern technologies in the educational process such as virtual reality applications and artificial intelligence, to make education more fun and effective. Teachers must also have the ability to adapt to the changing needs of students and provide the necessary support to help them achieve a healthy balance in their lives and develop their various abilities and talents.
the reviewer
Arabic references
Ibrahim, Hussam El-Din El-Sayed Mohamed, Al-Sawafi, Anisa Bint Yaqoub Bin Saeed. (2021). Professional Standards: An Introduction to Developing the Performance of Teachers of Gifted Students in Schools in the Sultanate of Oman in Light of the Experience of the United States of America. Journal of Arts, Literature, Humanities and Social Sciences, Issue (72), October 2021.
Al-Juhaiman, Abdullah bin Mohammed. (2007). Designing a proposed framework for a training program to prepare gifted teachers in public schools. Studies in Curricula and Teaching Methods, Ain Shams University - Faculty of Education - Egyptian Society for Curricula and Teaching Methods, No. 122, March 2007.
Hamad , Hassan Ali Bani. (2019). Training needs of teachers of gifted students in light of the standards of the National Center for Measurement and Evaluation in the Southern Region of the Kingdom of Saudi Arabia, Journal of the College of Basic Education for Educational and Human Sciences | University of Babylon, April / 2019.
Zayed , Hanan (2000). Preparing and qualifying teachers of gifted students. (2000) .
Teacher's Message Ministry of Education - Department of Educational Planning and Research, Vol. 40, No. 3.
Al-Attar, Muhammad Mahmoud. (2021). A proposed vision for discovering and caring for gifted children in light of Arab and foreign experiences and expertise, Journal of Special Education, Issue 37, 55-121.
Al-Ali , Youssef Youssef. (2016). Training needs for teachers of gifted students in the Hashemite Kingdom of Jordan, Journal of Educational Sciences Studies, Volume 43, Supplement 3, 2016. Pp. 1397-1414.
Al-Furaih , Nayef bin Fahd. (2020). The effectiveness of a training program in developing professional competencies among teachers of gifted students. Journal of Humanities, Hail University, Issue 6, 111-135.
Al-Qarni , Aidh bin Abdullah Muhammad. (2021). Analysis of the Executive Plan of the National Transformation Program for the Kingdom’s Vision 2030 and its Relationship to the Gifted. Arab Journal of Disability and Giftedness Sciences, Issue 15, 363-388.
Maajini , Osama bin Hassan Mohammed. (2015). The need for specialized educational competence and its importance for teachers of the gifted: A survey study of the opinions of male and female primary school teachers in the Kingdom of Saudi Arabia, Journal of Special Education and Rehabilitation, Special Education and Rehabilitation Foundation, Maajini, Vol. 2, No. 7, April 2015.
Al-Nasheen , Farhan Muhammad. (2021). Methods of assessment and identification of gifted students. Teacher’s Message, Vol. 57, No. 1,2 104-110.
Foreign references
A lan Chi Keung Cheung, Daniel Tan Lei Shek, Anna Na Hui, Kim Hung Leungand Ruby Shui Ha Cheung (2022): Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness, International Journal of Environmental Research and
Public Health, 1 August 2022
National Association for Gifted Children & Council for Exceptional Children. (2013). Advanced Standards in Gifted Education Teacher .Preparation, Washington
Svenja Matheis, Leonie Kronborg, Manfred Schmitt & Franzis Preckel:Threat or challenge? Teachers' beliefs about gifted students and their relationship to teacher motivation. (2017)
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https://www.davidsongifted.org/gifted-blog/tips-for-teachers-successful-strategies-for-teaching-gifted-learners/ , 8/21/23, 10:02 PM
To quote from this article, you can copy the following:
Al-Qarni, Aidh. (June 25, 2024). Teaching Gifted Students in the Classroom: Tips and Guidance for Teachers. King Abdulaziz and His Companions Foundation for Giftedness and Creativity.
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