In the last article, we discussed the necessity of teachers refining their craft. Seven strategies were provided from the Phoenix Training Center (PTC, 2023) that offered the goal of teachers creating “a more engaging, effective, and enriching classroom experience for their students” (para. 9). Each suggestion was considered in light of the nature and needs of gifted learners. Recommendations included extensive understanding of the ways good teaching requires a variety of skills, attitudes, and willingness to learn new things as keys to ensuring gifted students have appropriate and challenging learning opportunities.
Leader Action Resource: Identifying Gifted Multilingual Learners (MLs)
In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.
