Beyond regular classrooms
While some gifted and talented students may have their needs adequately met within the regular classroom, other students may experience their most optimal learning experiences outside that structure.
The possibilities outside the classroom are many and, with planning and forethought, can successfully work for individual students. Consider the options described below.
Flexible grouping
Often referred to as cluster grouping or cross-age grouping, flexible grouping entails placing students from one or more levels in a learning situation with a teacher who possesses similar special skills or interests.
Flexible grouping cuts across classrooms, with students moving in and out of their regular setting to one that enables further, in-depth pursuit of ability areas.
Grouping of this sort capitalises not only on student strengths and interests but also on those of staff and community members. These groups may be academic in nature, such as a maths specialist working with a mixed-age group of high-ability mathematicians, or interest-derived, such as a photography buff working with a group of budding photo-journalists.
Special classes
These specialised classes for gifted and talented students offer broader depth and complexity, usually at a faster pace than would be typical. Sometimes telescoping (for example, when students complete three years of work in two) complements these classes.
A skilled teacher needs to work successfully within full- or part-time classes for gifted and talented students in order to ensure qualitative differentiation rather than 'more of the same'.
Early entrance
This option, which suits students with advanced academic skills across a range of areas, allows them to skip a level of their education or to enter intermediate, secondary, and tertiary education at an earlier age than usual.
In order for this option to be successful, it is essential that students willingly participate, and that adequate assessment of both their academic and social-emotional readiness is undertaken.
This option also requires institutional flexibility to waive entry requirements and possibly assisting parents with costs, timetabling, and transportation - the logistics of making it possible.
In situations where families cannot provide such financial support, schools need to consider outside sources of funding, such as scholarships sponsored by business or civic groups.
Pull-out or withdrawal programmes
This option involves setting aside part of the regular school time for gifted and talented students to be grouped with other students of similar interests or abilities. Students are regularly removed from their normal classroom setting for work in a resource room with a specialist teacher, participation in a mini-course, seminars, field trips, or interactions with a special guest.
Schools may vary withdrawal time from an hour a week to a full day per week. It is also common for schools to vary the topics covered so that a wide range of students get to participate.
Students working in this sort of arrangement may miss some other classroom opportunities or receive fragmented instruction from the curriculum, so close communication between teachers is essential.
Mentorships
In this option, an experienced older student or adult (the mentor) is teamed with a student of similar interests and abilities (the mentee), with the intended outcome of gaining new skills and knowledge. Usually conducted outside school settings, this option may work best in conjunction with independent or small-group study.
For this option to be viable, a flexible timetabling arrangement is needed, as well as a clear understanding of the intended purposes and outcomes. Mentors may be from any field of endeavour, which could include business and industry, health, the arts, or research.
The role of the mentor is not simply to impart information about their skills or profession, but also to nurture the social and emotional aspects of giftedness through empathetic companionship. Mentorships need to be facilitated by offering training to mentors and students on their roles in the partnership, and by appointing a school-based co-ordinator.
Concurrent enrolment
Also called dual enrolment, this programming option allows students to concurrently enrol in either secondary or tertiary courses while still at primary, intermediate, or secondary school. This arrangement may involve a physical presence at two institutions or may be facilitated through distance education.
Normally students pursue this option in a limited number of subject areas, with most students doing so in their primary area of academic ability.
Competitions
These serve as an ideal platform for gifted and talented students to display their skills and abilities. Many schools already participate in a range of competitions, including science fairs, examinations, and technology challenges. Competitions allow students to pursue interests, demonstrate strengths, and often be grouped with students of like abilities.
This option must be well facilitated so that students understand participation is more important than prizes.
Clubs, electives, and cluster groups
Timetabled on a regular basis, either during class time or lunchtime, this option is normally open to many or all students and may cover interest areas, hobbies, and expertise areas. The range of topics is vast - from stamp collecting, chess, literature, and photography to debating, quilting, music appreciation, and archery.
For schools to offer a range of options to students, community and parental involvement is often necessary.
Virtual instruction
A recent innovation for schools has been the Internet, which can serve as an avenue for not only information but also interaction. The availability of online enrichment programmes has increased and should be investigated by schools able to support such study.