Once the gifted child has been identified and placed into a higher streaming class, there emerges the problem of the gifted learners self-esteem and self-concept. Langrehr’s (2006) challenges the ‘higher-intelligence’ method, and he further suggests that there are different categories of ‘Giftedness,’ primarily highlighting the difference between the creative mind and the critical mind – Langrehr suggests that these two mindsets, although markedly different, need to be treated as equally gifted. The failure to identify the gifted child is further compounded by disagreement over exactly what constitutes ‘gifted’. Diezmann and Watters (2006:3) state: ‘gifted students have an advanced knowledge base compared to their non-gifted peers… Thus, what is initially new content for non-gifted students might be only practice material for gifted students.’ If the gifted student is not identified, they quickly surpass their non-gifted classmates and become accustomed to a relaxed approach to learning, which can create serious learning difficulties when confronted with difficult and complex material in higher studies (Diezmann & Watters, 2006). If the gifted child is not recognized, he or she quickly becomes bored and disinterested with the content taught. Gifted children have special learning needs, which if not met, can lead to frustration, a loss of self-esteem, boredom, laziness and underachievement (Crocker, 2004 after Knight & Becker (2000)). Recognizing the gifted student then, is the first area where the education system disadvantages this group.
#Teaching gifted students series#
Langrehr (2006) rejects the intelligence quotient method, proposing a series of tests that measure what he terms ‘multiple-answer thinking.’ He argues that the gifted child should be assessed on how well they can escape the dominant patterns stored in the brain – how well they display ‘creative-critical thinking.
(2003) report that the gifted learner is typically within the top 2% of standardized IQ scores – in other words, possesses an IQ of approximately 130+. The gifted learner is traditionally identified with a higher-than-average score on an Intelligence Quotient (IQ) test.
#Teaching gifted students how to#
Krause, Bochner and Duchesne (2003:212) report that gifted learners are labeled, along with ‘gifted’, ‘talented’ or ‘creative’, as ‘underachievers’, ‘educationally disadvantaged’ or ‘special needs.’ This is primarily because schools and teachers are unaware of how to appropriately cater to these learners (See Diezmann & Watters, 2001 Langrehr, 2006).
#Teaching gifted students full#
Gifted learners, although possessing higher levels of intelligence than their peers, are disadvantaged in the sense that they frequently do not, or are not given the opportunity, to reach their full potential (Farmer, 1993).
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