Classroom-Based Strategies for Advanced Learners in Rural Settings

Abstract

This article focuses on the educational needs of rural gifted students in respect to their geographic isolation from challenge in the programs, services, and curriculum they receive in typical school settings. After a brief review of the relevant literature, it delineates the components and features of cognitive and metacognitive strategies found to be effective with rural learners who exhibit advanced abilities in one or more domains of learning. The interventions are discussed at two levels: (a) at the school level where educators may offer effective services and (b) at the classroom level where teachers may employ differentiated strategies. The article concludes with implications for the professional development of teachers in rural settings.

Learning environment for the gifted—What do outstanding teachers of the gifted think?

“…As such, educators should be well advised to understand the needs of gifted and talented students for both solitude and social interaction. In addition, they need to consider the needs of gifted students in diverse settings, such as rural environments and others (Van-Tassel-Baska and Hubbard, 2016). Establishing an appropriate learning environment is necessary for the effective delivery of appropriate instruction for gifted learners (Thomson, 2010; Van-Tassel-Baska and Hubbard, 2016).…”

“…In addition, they need to consider the needs of gifted students in diverse settings, such as rural environments and others (Van-Tassel-Baska and Hubbard, 2016). Establishing an appropriate learning environment is necessary for the effective delivery of appropriate instruction for gifted learners (Thomson, 2010; Van-Tassel-Baska and Hubbard, 2016). Specifically, the following implementations are recommended (Maker et al, 2015): be learner-centered; encourage student independence; be open and flexible to new ideas, processes, and new information; accept varied perspectives; include varied and complex resources and multiple tools; employ varied grouping, which allows students to choose with whom to work and how; and enable freedom of movement whereby students are allowed in, out, and within the classroom at will.…”

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

“…According to Gagné’s (2013, 2018) theory, inspiring teachers for gifted students act as catalysts, due to their role in enhancing and facilitating the development of giftedness. To do this, inspiring teachers created ongoing opportunities to motivate and encourage a deep and constant learning process in a psychologically safe learning environment that inspired and provided for these students’ educational needs (VanTassel-Baska & Hubbard, 2016).…”

“We Want to Be Educated!” A Thematic Analysis of Gifted Students’ Views on Education in Norway

“…Inclusive provisions for gifted students are approaches within the same-age classroom involving differentiation and enrichment strategies (Rasmussen & Lingard, 2018;VanTassel-Baska & Hubbard, 2016). Differentiation may involve the inclusion of advanced content from higher grade levels, critical thinking and problem-solving skills, projects and problem-based learning (Betts, 2004;VanTassel-Baska & Hubbard, 2016).…”

“…Inclusive provisions for gifted students are approaches within the same-age classroom involving differentiation and enrichment strategies (Rasmussen & Lingard, 2018;VanTassel-Baska & Hubbard, 2016). Differentiation may involve the inclusion of advanced content from higher grade levels, critical thinking and problem-solving skills, projects and problem-based learning (Betts, 2004;VanTassel-Baska & Hubbard, 2016). Gifted students prefer more demanding work and accelerated subjects with older students, and enrichment activities that are active, inquisitive, open-ended, and varied, as well as tailored to different learning styles (Borovay et al, 2019;Gomez-Arizaga et al, 2020;McGrath, 2019;Samardzija & Peterson, 2015).…”