1. GIFTED AND
TALENTED
CASEY BROUSSARD AND
TINA KINCAID
Dr. Marvin Davenport
Differentiating Classroom Instruction

2. Purpose of Gifted and Talented
Programs
 The purpose of a gifted and
talented program is to recognize
the exceptionality of gifted and
talented students’ cognitive ability
and the educational needs these
students have as a result of their
capability.
 A gifted and talented program
provides instructional approaches
for educators.

3. Purpose of Gifted and Talented
Programs
 Two main instructional approaches
used by teachers are accelerated
and enrichment programs.
 Accelerated programs allow gifted
students to learn at a pace that fits
their aptitudes and abilities.

4.  Enrichment programs
present students with the
opportunity for students to
expand exploration on
curriculum in larger depth.
 This program also
encourages independent
inquiry.
Purpose of Gifted and Talented
Programs

5. Program Structure
 The program structure for gifted and
talented programs varies from district to
district.
 Some districts create separate classroom
or schools for gifted students.
 The coursework is separate for these
students.
 Students may be grouped for only part of
the school day or week.

6. Program Structure
 The way students are identified as gifted
and talented varies.
 The many ways states and school districts
define gifted and talented, leads to a
variability in identifying students.
 Achievements tests, cognitive aptitude
tests, observation and feedback from
parents and teachers are used to identify
gifted and talented students.

7. Instructional Requirements
 Teachers must know they types of learning
styles and interests of gifted and talented
students.
 Gifted students learn quickly and easily
which can lead to boredom.
 Teachers have to modify curriculum to
meet the educational needs of their
students.
 There are several approaches that can be
used: acceleration, enrichment,

8. Teacher-Specific Regulations
 Gifted and Talented students are not
protected by federal regulation; funding
comes from the state and local level.
 To help define instructional requirements,
the National Association for Gifted Children
created six standards to guide
administrators and teachers at the local
level.

9.  Standard 1 – Learning and Development of the
student. A teacher must understand the
characteristics and needs of the student.
 Standard 2 – Assessment of gifted and talented
students. Assessing gifted learners is an
essential part of monitoring each student’s
learning progress and evaluation of
programming.
 Standard 3 – Curriculum Planning and
Instruction. Teachers use information that is
gained from the assessments to develop a
comprehensive and sequenced core curriculum.
Teacher-Specific Regulations

10.  Standard 4 – Learning Environment. A teacher has
to create a safe learning environment that fosters
personal and social responsibility, multicultural
competence, and technical communication skills
for leadership.
 Standard 5 – Programming. Programming services
address gifted learners’ needs in all settings.
Teachers are aware of the evidence regarding the
cognitive, creative, and affective development of
gifted learners and they create programming to
meet these needs.
 Standard 6 – Professional Development. Any
teacher that is involved in the implementation of
Teacher-Specific Regulations