Who are gifted learners?

The No Child Left Behind Act offers neither a common definition of giftedness nor helps us to find gifted learners who do not achieve well on standardized tests. That said, most education experts agree that gifted learners have competencies and abilities that go two or more years beyond their grade and/or age level.

Every learner is entitled to continuous challenge, regardless of his or her ability. Gifted children in our classrooms present a challenging set of goals for their teachers because their learning needs are unique.

With a focus on learning, rather than teaching, these students thrive. This presents a challenge in that it requires each teacher to develop differentiated curriculum and instruction for each highly capable student.

When it comes to identifying gifted learners, there are many characteristics that are commonly recognized. In general, most gifted learners work at a faster pace and remember what they have learned with little or no repetition. Students who are gifted learners generally also have a tendency to embrace abstract concepts and enjoy working independently.

Other commonly recognized characteristics of gifted learners may include:

• Intensity with diligence and emotion
  
• Sensitivity as an acute awareness of others and their feelings
• Imagination with the ability to make great mental leaps
• Perfectionism with the tendency to have high self-expectations
• Inquisitiveness and a curious nature with a tendency to often ask “Why?”
• Maturity which supports independent learning and goal-setting

From Professional Learning Board’s online continuing education course for teachers: Differentiation for Gifted Learners in the Classroom