These barriers must be overcome in order that the needs of the gifted students will be met.
In teaching a gifted class with students having multiple intelligences, it is essential that a teacher considers each student’s learning capacity and skills. Of utmost importance is the ability of the teacher to conduct pre-assessments among his students because the results of these pre-assessments will determine the method of teaching that he will implement. Aside from giving a pre-assessment test, the teachers must design a post-assessment strategy to evaluate whether the strategies that he employed are effective.
One pre-assessment strategy is to conduct a pre-assessment test for all the students in the class. The test results will show the learning targets emerging for the student and what it is that he has already acquired or accomplished (Dobbertin, 2012). Dobbertin goes on further to say that students are able to see their test results through a chart which reveals the learning targets that each question was designed to assess (2012). With pre-assessment tests, the teacher gets a clearer perspective of each student’s strengths and weaknesses. Pre-assessment not only assists the teachers in the design of the course but more importantly, it helps the students figure out what they need to learn. One student puts it this way, “You dont have to be doing the same things as other people all the time. … I can learn it just how I need to learn it" (Dobbertin, 2012).
Another type of pre-assessment strategy that may be undertaken by teachers is the diagnostic-prescriptive assessment. This is a strategy used for the gifted whereby the students are pre-assessed, grouped depending on their needs and provided effective curricular adjustments (VanTassel-Baska & Stambaugh, 2005). At the beginning of the year, the students will be given the end-of-the-year assessment for specific subject content.