A relatively small but distinguished percentage of the population of children all over the world exhibit exemplary characteristics classifying them as gifted learners. The discourse presented by the National Association for Gifted Children (NAGC) defines gifted students according to one which is stipulated in the Elementary and Secondary Education Act, to wit:
“Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities” (National Association for Gifted Children, 2008, par. 1).
With manifested innate and extraordinary talents and skills, these gifted students need academic interventions that would further develop their capabilities to maximum levels. In this regard, the current essay would use two constructive and two non-constructive characteristics of the Gifted Learner from the graphic organizer and provide definitions of the characteristics and a discussion of their impact on instruction. Further, a notation of how these characteristics can impact the classroom to determine whether they promote or hinder effective instruction would be proffered. Finally, a determination of what can be done as a teacher of gifted students to promote their interest and enhance their learning experience would be presented, as required.
Gifted learners have generally manifested characteristics which could be grouped according to: “(a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that ...Show more