Gifted Students in Secondary/Higher Education
At the high school level, there are many ‘options’ for GT students which may include AP, IB, magnet schools, honors classes, or dual enrollment. Additional ‘options’ are early entrance (plus other types of acceleration), talent searches, and distance education classes. Higher education programs include Honors Programs designed as cohorts, accelerated curriculum, study abroad, or mentorships.
Nothing wrong with AP, etc, or honors programs, but they tend to be focused on high achievers. An AP or honors class is only as good for a GT kid as the teacher or prof in charge. If they get GT, it’s great… if not… it can be a struggle ~ Clint Rodriguez, Secondary Gifted Specialist in Dallas, TX
The impact of a challenging curriculum on GT secondary students can motivate students to become leaders and find success in gifted programs. Research has found a strong correlation between support for the whole student/environmental factors and student success,
Providing mentoring programs to secondary GT students have been found to be key to their identity development. Mentoring programs can provide secondary and college GT students with the opportunity to connect with their local communities and develop networks for future career prospects. Mentors of GT students in higher education are role models for success and hope for the future; especially important for at-risk students.
When GT students are challenged to produce authentic products, it has real-world implications; such as community activism. Society benefits from GT students who become well-rounded students, leaders, and those committed to work for lasting changes for good.
There needs to be a celebration of learning, encouragement to research and discover and persist when things become difficult. ~ Jo Freitag, Co-ordinator Gifted Resources, Australia
Environmental factors such as homogeneous grouping of GT students with others of like-ability and the availability of enrichment programs can foster a mindset of achievement. The presence of supportive parents and family or mentors who guide, support or share expertise can also foster an achievement mindset. Environmental factors can help GT students to navigate challenges and learn self-regulation.
Research has found that the introduction of curriculum that encourages creativity can enhance student success. University faculty should use open-ended assessments rather than written assignments and traditional testing. A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZST/Noon AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: firstname.lastname@example.org
An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education (Journal of Advanced Academics)
Image courtesy of Unsplash
Graphic courtesy of Lisa Conrad
Posted on December 28, 2018, in Acceleration, creativity, Education, gifted and talented, gifted education, Higher Education, Mentoring and tagged gifted education, Gifted Research, gtchat, Higher Education, mentoring, Secondary Education, TAGT, Twitter. Bookmark the permalink. Leave a comment.