How Policy Can Better Support Gifted and Talented Students
Navigating the landscape of education for gifted and talented students can be complex, yet pivotal for their growth. This article delves into actionable strategies, with insights from leading experts aimed at optimizing policies for these bright young minds. Explore how advanced curriculums, parental input, and dual-enrollment programs can reshape the educational experience to better support and challenge gifted learners.
- Integrate Advanced Curriculum in Projects
- Value Parental Input in Identifying Giftedness
- Implement Dual-Enrollment Programs for Students
Integrate Advanced Curriculum in Projects
Hello and thank you for reaching out. I'm Dennis Shirshikov, Founder and Educational Leader at itutor.com, and I also teach finance and economics at CUNY. My work spans curriculum design, marketing, and broader educational policy discussions that aim to serve diverse student needs.
How can educational policy better support gifted and talented students?
One non-standard way to support gifted and talented students is to integrate advanced curriculum opportunities within project-based learning frameworks, rather than relying solely on early acceleration or advanced-placement tracks. In practice, this might involve designing interdisciplinary teams that pair gifted students with mentors from businesses, universities, or local community organizations in order to extend their learning beyond the confines of the traditional classroom.
Share one specific program or initiative you believe is effective.
A standout example is the "Future Problem Solving Program International," which brings together bright students to tackle real-world issues like environmental sustainability or innovations in healthcare through competitions and collaborative workshops. This program doesn't simply test what students know; it challenges them to imagine solutions for decades ahead, a framework that can invigorate a young mind more than a traditional, graded paper ever could.
Best regards,
Dennis Shirshikov
Head of Financial Education, itutor.com
Email: dennisshirshikov@itutor.com
Interview: 929-536-0604
LinkedIn: linkedin.com/in/dennis212/
Value Parental Input in Identifying Giftedness
Though so many of us in education turn to experts and the state to identify "giftedness" among children, the truth is parents themselves are truly under-appreciated in their ability and importance in recognizing when their children are gifted. Parents are often the first to recognize their child's exceptional abilities, making them invaluable partners in identifying giftedness early and accurately. By incorporating parental input into the identification process, schools can ensure a more inclusive, equitable, and comprehensive approach to gifted education. At Central Park Tutors, we are often asked to work with gifted children to help prepare them for entry to Gifted programs at schools. It's something we very much enjoy and have had tremendous success with - not just because we have great teachers, but because parents are so often correct: their children are indeed gifted early learners. Research underscores the crucial role parents play in recognizing giftedness. Studies indicate that parents' observations of their children's advanced cognitive abilities, creativity, and problem-solving skills often align with formal assessments of giftedness (Moon & Brighton, 2008). Unlike standardized tests, which may not fully capture a child's potential, parental insights provide a holistic view of a child's strengths, learning preferences, and unique intellectual needs. Moreover, parental input can help address the under-identification of gifted students from diverse backgrounds, as traditional assessments often fail to recognize giftedness in underrepresented populations (Ford, 2013). Additionally, listening to parents in the identification process can improve the early detection of twice-exceptional (2e) students-those who are both gifted and have a learning disability. Parents are often the first to notice discrepancies between their child's intellectual abilities and academic performance, yet these students are frequently overlooked in traditional identification methods (Reis, Baum, & Burke, 2014). Listening to parents is essential for improving the identification of gifted and talented students. Programs like the Javits Gifted and Talented Students Education Program demonstrate the effectiveness of structured parent nomination systems in creating a more equitable and inclusive approach to gifted education. Through valuing parents as key partners in the identification process, educational policies can better support the needs and potential of gifted students.
Implement Dual-Enrollment Programs for Students
Educational policy can better support gifted and talented students by creating programs that provide personalized learning opportunities that challenge them without overwhelming them. Too often, gifted students are left under-challenged in traditional classrooms, leading to disengagement. To support these students, policies should prioritize programs that allow for accelerated learning, enrichment activities, and mentorship opportunities that align with their advanced capabilities.
One specific program I believe is effective is the dual-enrollment program, where gifted students are allowed to take college-level courses while still in high school. This allows them to explore subjects at a deeper level, engage with more complex material, and earn college credits. Not only does this challenge them academically, but it also gives them a head start in their higher education journey, fostering a sense of achievement and intellectual curiosity.
Such programs help ensure that gifted students are not just kept occupied but are actively engaged in learning that nurtures their potential, preparing them for success in the future.
