Abstract
We have learned from the COVID-19 pandemic that change can be fast and unpredictable. The COVID-19 pandemic presented significant challenges for gifted education. The shift to remote and online learning highlighted disparities in equitable resources making it difficult for teachers to provide individualized support and accommodate students with diverse needs. However, understanding the unique needs of gifted learners and previous challenges can help educators support DEI to ensure that students have equal opportunities to reach their potential. This chapter discussed the importance of supporting vulnerable student populations, adapting pedagogy, online curriculum, addressing social and emotional needs, ensuring equitable technology, and resource access. Educational researchers, policy makers, politicians, school leaders, educators, and parents need to take proactive steps to plan for gifted educational needs through funding options at the local, state, and national levels. Working together will ensure that gifted learners receive the support and resources needed to succeed.
TopIntroduction: Unique Needs Of Gifted Language Learners
According to the National Association of Gifted Children (n.d.), the United States has 3.2 million students identified as gifted or advanced. Gifted students come from a variety of different cultural, linguistic, and diverse backgrounds making their learning and social/emotional needs unique. As a response to the COVID-19 pandemic, many gifted students were predisposed to heightened emotions and stress resulting in concerns for health, social relationships, trouble sleeping, eating disorders, learning losses, and depression (Amend et al., 2020). Educational stakeholders should understand the unique needs of gifted students so that the appropriate resources and supports are available. Some of the unique needs to consider include:
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strong leadership skills
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autonomy (self-governance)
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socially awkward or advanced social skills
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emotional regulation can be highly developed or underdeveloped
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self-control can be advanced or need regulation
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strong motivation to learn or underachiever
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self-identity can include a strong sense of self or difficulty understanding giftedness
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perfectionism – high standards for accomplishments
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asynchrony – differing developmental rates which can lead to feelings of isolation
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advanced cognitive abilities – can lead to frustration in the pace of learning or boredom
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heightened sensitivity to stimuli leading to stress or a general feeling of overwhelm
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difficulty handling criticism or rejection
TopGiftedness And The Gifted Classroom
Supporting the educational needs of gifted students requires an understanding of gifted theory, research into best practices, and a willingness to learn from history. Joseph Renzulli, a leader in gifted education, created a pedagogy framework called Renzulli’s Enrichment Triad Model (RETM) (Renzulli, 1977) which is still used today in gifted classrooms. The model provides gifted students with opportunities to explore their interests by identifying problems within a topic, developing skills needed to solve problems, and creating a product demonstrating the learning process (Moller, 1986). The teacher serves as a facilitator of learning to clarify ideas, and concepts, or as a source to find information. Students work as individuals or in small collaborative groups to take on the role of the expert explainer to both the teacher and other students (Shore, 2021). The model helps to advance important skills needed for advancing the 4-C’s of 21st Century Learning: collaboration (sharing knowledge and responding to questions), communication (research on a topic), creative thinking (connecting knowledge of related topics), and critical thinking (planning an investigation or action plan) (Carbee, 2020).
Key Terms in this Chapter
Pedagogy: Methods and practices of an educator.
Social Constructivist Theory: Social constructivism is a social learning theory developed by Lev Vygotsky suggesting that learners are active participants in the creation of knowledge.
Diversity, Equity, and Inclusion (DEI): Three values to support different groups of learners, including different races, abilities, genders, sexual orientations, cultures, and identities.
Gifted Language Learning: Linguistically diverse gifted students with the potential for high academic achievement in varied areas of verbal learning when compared with same-age peers especially proficiency in reading, writing, listening, and speaking.
Inquiry-Based Learning: Active learning encourages learners to ask questions, lead research, collaborate, communicate, creative thinking, critical thinking, and problem-solve. Knowledge is constructed through a process of observation, investigation, and discovery.
Gifted: The National Association of Gifted Children (NAGC) classifies gifted learners as those students that demonstrate exceptional levels of aptitude or competence and achieve within the top 10% as compared to peers.
Renzulli’s Enrichment Triad Model (RETM): Joseph Renzulli categorizes three key characteristics of giftedness: above average ability, creativity, and task commitment. For students to achieve their full potential gifted learners require differentiation in instruction to increase engagement, motivation, and achieve higher levels of academic achievement. Renzulli supports the development of 21 st century learning skills in communication, collaboration, creative thinking, critical thinking, and problem solving.
Constructivist Learning Theory: Learners construct knowledge rather than a passive process. As learners experience the world and reflect, they build on the previous schema. Social constructivism is a social learning theory developed by Lev Vygotsky suggesting that learners are active participants in the creation of knowledge.
Twenty-First Century Learning: Students learn about diversity, equity, inclusion, and social justice in an approach to creating social justice and respect in the classroom. Learning 21 st century skills will help students to become more successful in the global workplace.
COVID-19 Pandemic: Global epidemic of the Coronavirus infectious disease caused by the SARS-CoV-2 virus resulting in cold-like symptoms, respiratory infections, and serious illnesses such as pneumonia.
Inclusive Education: An educational model advocating for schools to meet the needs of all students by including practices of democracy, diversity, equity, and social justice.
Project-Based Learning (PBL): An instructional method where learners actively research real- world topics and create projects to demonstrate mastery of the process of learning. A student-centered methodology presenting opportunities for deeper learning and development of 21 st century college and career readiness.
Twenty-First Century Skills: Skills needed to prepare students for success in school, work, and life. Essential skills include: accountability, adaptability, analysis, character, collaboration, communication, creative thinking, critical thinking, discipline, ethics, initiative, innovation, integrity, interpretation, justice, problem solving, reasoning, research skills, respect, self-discipline, social skills, synthesizing information.
Differentiated Instruction: A proactive teaching approach allowing the teacher to modify curriculum, content, and instructional strategies in accordance with student interests, cognitive abilities, and learning styles.
Learning Barriers: A barrier in learning can be anything (physical, mental, emotional, cultural, or social elements) that prevents a student from focusing during the learning process.