Teaching Gifted and Talented Children

Abstract

Do gifted and talented children have special learning needs demanding differentiated scholastic curricula and instructional strategies? Placing this entry in a section about teaching specific student populations is an implicit positive answer to this question. Not every instructional method is equally suitable for all students. For example there is evidence that a more structured instructional format may be more effective for younger or less intelligent students while an open instructional format seems to be more advantageous for older or more intelligent students (Heller, 2005, p. 193). Students with a quick learning pace, highly effective information processing capacities and memory skills often appearing in conjunction with high learning motivation and a vast thirst for knowledge will suffer from boredom and under-stimulation when they are instructed in undifferentiated, heterogeneous learning groups. Lack of challenging experiences and lack of sense of achievement will in the long run decrease or delete their motivation and affect their intellectual development. Even behavioural problems may occur.