Creating a learning environment where exceptional students thrive is crucial if they are to have a rewarding educational experience. Some considerations must be made when determining the appropriate program for exceptional students and should be decided based on the diverse needs of the child. Some children may require opportunities "to be together with their intellectual peers, no matter what their age differences" (Coleman & Cross, 2001, as cited in Cross, 2002, p. 44). Placement in accelerated or advanced courses may be appropriate. Students can also keep social contact with their same-aged peers by studying the same topics as their classmates but in greater depth (Hallahan et al., 2015). Digital tools such as blogs and wikis can help students stay connected to their academic peers. The following infographic lists the top 10 social media competencies for teachers to know so they can help students use educational networking tools to stay digitally connected to peers:

Top 10 Social Media Competencies for Teachers, https://elearninginfographics.com/top-10-social-media-competencies-for-teachers-infographic/

Krechevsky and Seidel (1998), suggest that all educators be mindful of the fact that "from the first day of school, students bring working minds to class. The educator's job is to create the best possible working environment for those minds" (p. 38). Assessing and recognizing students' multiple intelligences (MI) may help teachers create and implement engaging and rigorous curriculum (Gardner, 1983). When teachers are cognizant of students' abilities and accomplishments, they may have more sensitivity to the MI of students (Fasko, 2001). Consequently, when teachers are sensitive to MI, "they are not biased towards recognizing these "talents" in underrepresented groups in gifted programs" (Guskin, Peng, & Simon, 1992, as cited in Fasko, 2001, p. 128). According to Krechevsky and Seidel (1998), MI theory provides many positive results for developing gifted and talented education programs and could help teachers be intentional about their pedagogy. Teachers who plan lessons for all students using MI theory purposefully: individualize students' education; teach subject matter in more than one way; incorporate project-based learning; and infuse art in the curriculum (Krechevsky & Seidel, 1998). Watch the following video to learn about Dr. Howard Gardner's Theory of Multiple Intelligences:

Teachers can ensure the curriculum is differentiated by including the following multiple intelligences characteristics: provide opportunities for problem-solving in both realistic and fantasy situations; give opportunities to design products using strengths and interests as a guide; provide opportunities for students to acquire skills and information using multiple intelligences and multiple symbol systems; involve students in solving problems ranging from well-structured to ill-structured; plan learning experiences around abstract themes; bring the students' own culture and experiences into the curriculum; emphasize strengths and encourage the effort to develop in areas of weakness; learn and think actively; connect with and learn from the community; interact with parents and extended families; and learn in independent, small group and large-group settings (Maker, Neilson, & Rogers, 1994, as cited in Fasko, 2001, p. 129). When teachers meet with small groups or individuals, they can accurately assess student learning, adjust goals, and compact the curriculum so that students have an opportunity to delve deeper into the material, learn new content, and experience enriching activities.

References

Coleman, L. J. & Cross, T. L. (2001). Being gifted in school. An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.

Fasko, D., Jr. (2001). An analysis of multiple intelligences theory and its use with the gifted and talented. Roeper Review, 23(3), 126-130. Retrieved from https://seu.idm.oclc.org/login?url=https://search-proquest-com.seu.idm.oclc.org/docview/206708212?accountid=43912

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Guskin, S.L., Peng, C.Y.J., & Simon, M. (1992). Do teachers react to "Multiple Intelligences"? Effects of teachers' stereotypes on judgments and expectancies for students with diverse patterns of giftedness/talent. Gifted Child Quarterly, 36, 32-37.

Hallahan, D., Kauffman, J. & Pullen, P. (2015). Exceptional learners: An introduction to special education (12th ed.). Boston, MA: Pearson.

Krechevsky, M., & Seidel, S. (1998). Minds at work: Applying multiple intelligences in the classroom. In R.J. Sternberg & W.M. Williams (Eds.), Intelligence, instruction, and assessment: Theory into practice (pp. 17-42). Mahwah, NJ: Erlbaum.

Maker, C.J., Nielson, A.B., & Rogers, J.A. (1994). Giftedness, diversity, and problem-solving. Teaching Exceptional Children, 27, 4-19.