Save the Date
NAGC 62nd Annual Convention
- November 12-15, 2015, in Phoenix, AZ
- Call for proposals now open through February 11.
To be effective in working with learners with gifts and talents, teachers and other educators in PreK-12 settings must understand the characteristics and needs of the population for whom they are planning curriculum, instruction, assessment, programs, and services. These elements provide the rationale for differentiation in programs, grouping, and services for this population and are translated into appropriate choices made at curricular and program levels in schools and school districts. While cognitive growth is important in such programs, affective development is also necessary. Thus many of the characteristics addressed in this standard emphasize affective development linked to self-understanding and social awareness.
There are 8 Student Outcomes with accompanying Evidence-Based Practices included in the Learning and Development Standard:
Standard 1 Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.
|1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.||
1.1.1. Educators engage students with gifts and talents in identifying interests, strengths, and gifts.
1.1.2. Educators assist students with gifts and talents in developing identities supportive of achievement.
|1.2. Self-Understanding. Students with gifts and talents possess a developmentally appropriate understanding of how they learn and grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior.||1.2.1. Educators develop activities that match each student’s developmental level and culture-based learning needs.|
|1.3. Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population.||
1.3.1. Educators provide a variety of research-based grouping practices for students with gifts and talents that allow them to interact with individuals of various gifts, talents, abilities, and strengths.
1.3.2. Educators model respect for individuals with diverse abilities, strengths, and goals.
|1.4. Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts.||
1.4.1. Educators provide role models (e.g., through mentors, bibliotherapy) for students with gifts and talents that match their abilities and interests.
1.4.2. Educators identify out-of-school learning opportunities that match students' abilities and interests.
|1.5. Awareness of Needs. Students’ families and communities understand similarities and differences with respect to the development and characteristics of advanced and typical learners and support students with gifts and talents’ needs.||1.5.1. Educators collaborate with families in accessing resources to develop their child’s talents.|
|1.6. Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs.||
1.6.1. Educators design interventions for students to develop cognitive and affective growth that is based on research of effective practices.
1.6.2. Educators develop specialized intervention services for students with gifts and talents who are underachieving and are now learning and developing their talents.
|1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.||1.7.1. Teachers enable students to identify their preferred approaches to learning, accommodate these preferences, and expand them.|
|1.8. Cognitive and Affective Growth. Students with gifts and talents identify future career goals that match their talents and abilities and resources needed to meet those goals (e.g., higher education opportunities, mentors, financial support).||
1.8.1. Educators provide students with college and career guidance that is consistent with their strengths.
1.8.2. Teachers and counselors implement a curriculum scope and sequence that contains person/social awareness and adjustment, academic planning, and vocational and career awareness.