How to Challenge High Ability and Gifted Students: 6 Strategies for Teachers

An estimated 6.1% of all public school K–12 students are enrolled in gifted and talented programs in the United States. Gifted and high-ability students often have different intellectual, academic, and social-emotional development needs compared to other students. Not meeting these needs can leave them bored, frustrated, and disengaged.

It can be a challenge to find strategies that engage gifted and talented learners, but the good news is rhere are no practices for gifted and high-ability students that don’t at least tie to best teaching practices already. It’s just a matter of understanding how to frame the specific needs of the gifted and talented students.

If you’re looking for direction, here’s what you need to know.

How We Can Identify Gifted Students

There is no single universally accepted way to define high-ability and gifted students, and our understanding of giftedness is constantly evolving. While most decisions about gifted education are made at the state and local levels, the federal Elementary and Secondary Education Act defines gifted and talented students as:

“Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” [Title IX, Part A, Definition 22 (2002)]

Regardless of whether we refer to them as talented, gifted, or high-ability students, there are commonalities that educators should understand. The National Association for Gifted Children states that students with gifts and talents:

• Come from all racial, ethnic, economic, and cultural backgrounds
• Require access to appropriate learning opportunities to realize their potential
• May have learning and/or processing disorders that require specialized accommodations
• Need support and guidance to develop socially and emotionally

One of the challenges in serving high-ability students is the diverse ways in which their development manifests. An article by Sandra Manning, Associate Director for The Frances A. Karnes Center for Gifted Studies, published in The Kappa Delta Pi Record, identifies both cognitive and affective characteristics as key traits of gifted and talented learners.

When identifying gifted and talented students, it is recommended to take a multifaceted approach that encompasses various assessment methods and observational strategies. According to the Gifted Research and Outreach organization, “the identification of giftedness should be based on a combination of observation, performance, and assessment tools.”

• Gifted and talented students may include those who don’t finish their work, “zone out,” or act out in class, or test poorly because they overthink problems.
• If not adequately challenged, gifted students may become bored or frustrated in a standard classroom setting, leading to disengagement. Personalized lessons help keep them stimulated and engaged.
• Do not confuse high achievers with high-ability students. High achievers put in time and effort to succeed in school, whereas high-ability students may or may not always demonstrate the same level of motivation or discipline in a traditional academic setting.
• Do not assume that all gifted students are the same or that one strategy works for all. Gifted students may face unique social and emotional challenges that require individualized support.

There is no single unified approach to addressing the diverse needs of different students, and educators will likely need to employ a mix of strategies. Consider the following not as a prescriptive approach but as a toolbox of strategies to draw from.

1: Differentiated Instruction

Differentiated instruction tailors teaching methods, content, and activities to accommodate the students’ diverse abilities and needs, including those who are gifted. There are three categories of differentiation in instruction:

• Content — What students learn
• Process — How students learn it
• Product — How students demonstrate what they’ve learned

According to Carol Ann Tomlinson, differentiation can be based on:

• Readiness: What appropriately challenges a student’s current level of knowledge, skill, and understanding in relation to a specific topic or skill.
• Interest: What engages or motivates a student, often related to topics or activities they find compelling.
• Learning Profile: How a student learns best, considering factors like learning ability, intelligence preference, or cultural background

By implementing differentiated strategies, educators can provide gifted students with opportunities to delve deeper into subjects, engage in complex and creative tasks, and progress at a pace that aligns with their advanced capabilities.

Key strategies for differentiating instruction for gifted students can include:

• Tiered Assignments. Develop tasks with varying levels of complexity to match students’ readiness. Plan a lesson for the whole class that includes additional requirements for gifted students. For example, while the entire class studies a particular historical event, gifted students might analyze primary source documents to explore underlying causes and effects.
  
  Or, plan a class lesson around the capabilities of the gifted students, and provide support and guidance for the rest of the class. Either approach helps to ensure that all students work on the same fundamental concept but at different levels of depth and complexity.
• Flexible Grouping. Use dynamic grouping strategies that allow students to work with peers of similar abilities and interests or within differentiated groups. For example, differentiating for readiness strategies could look at different ways that homogenous and heterogenous grouping can be beneficial for students.
  
  One approach to ability grouping places advanced students together within a mixed-ability classroom, enabling them to collaborate on advanced tasks while still engaging with the broader class community. At other times, assigning advanced students specific roles or tasks inside mixed-ability groups can help all students in the group learn and achieve, including those students with advanced abilities.
• Learning Centers and Specialized Resources. Make use of or create specialized learning centers equipped with advanced materials and resources tailored to gifted learners. These centers can offer challenging activities that promote higher-order thinking and creativity, allowing students to explore subjects beyond the standard curriculum.

2: Enrichment Activities

Enrichment activities are a kind of differentiated instruction that extends beyond the standard curriculum, intended to challenge and stimulate gifted students’ advanced abilities. These activities not only cater to their intellectual needs but also foster creativity, critical thinking, and a passion for lifelong learning.

Examples of enrichment activities include:

• Advanced Reading or Writing Tasks. Assigning literature that challenges the reading level of high ability students or writing assignments that prompt them to compose complex narratives and essays can enhance their analytical and expressive abilities. This can not only broaden their understanding but also refine their communication skills.
• Hands-On Experiments. Engaging in experimental activities, particularly in science and engineering, allows gifted students to apply theoretical knowledge practically. This experiential learning fosters problem-solving skills and innovation.
  
  Hands-on approaches are essential components of both project-based learning (PBL) and problem-based learning, which can push learners further in their studies to consider how to address real-world challenges
• Artistic Endeavors. Encouraging participation in visual arts, music, or drama provides an outlet for creative expression and can enhance emotional intelligence. For example, students might compose music, create art installations, or give performances that expand on a particular topic or lesson.
• Coding and Technology Projects. Introducing programming and technology-based tasks can stimulate logical thinking and creativity. Projects such as developing a simple application, designing a website, or programming a robot can be both challenging and rewarding.

3: Acceleration Programs

Acceleration programs move high-performing students through a traditional curriculum at a faster pace or younger age. The intent is to match learning opportunities with the readiness and motivation of gifted learners and provide appropriate challenges that align with their abilities.

Acceleration programs are popular among researchers, as they’re considered to be appropriate educational planning. Major benefits of accelerated programs include:

• Appropriate Academic Challenge. Acceleration provides gifted students with the right level of challenging material, reducing boredom and promoting engagement.
• Efficient Learning. Students can move through educational content at a pace that matches their abilities, preventing redundancy and allowing for deeper exploration of subjects.
• Social Benefits. Being placed with peers of similar intellectual abilities can improve social interactions, build positive self-concepts, and reduce feelings of isolation.
• Cost Effectiveness. Moving gifted learners to higher grades requires fewer resources than other strategies, with grade-based acceleration programs—such as grade skipping—often incurring very low costs.

As far as specific acceleration strategies go, educators and districts have several options:

• Grade Skipping. This involves promoting a student to a higher grade level than their peers to better match their academic abilities. For example, a student might move directly from third to fifth grade.
  
  Early admission is one example of grade skipping, intended for students who are both academically and socially ready for an advanced environment at key stages, such as starting kindergarten, middle school, high school, or college ahead of the standard age.
• Subject Acceleration. Instead of moving up an entire grade, high-ability students advance in the subjects where they demonstrate exceptional aptitude while remaining within their age group for other subjects. So, a student might attend a higher-grade math class but continue with their current grade for other subjects.
  
  Dual enrollment, where learners enroll in some higher-level courses beyond their current school offerings—such as high school students taking a college course or middle school students attending some high school classes—is one form of subject acceleration.
• Curriculum Compacting. This technique streamlines the standard curriculum by assessing a student’s prior knowledge and eliminating content they have already mastered. The time saved can be used for more advanced study or enrichment activities.
• Online or Distance Learning. Utilize online platforms to provide gifted students access to accelerated or specialized courses that may not be available in their local schools. This flexibility allows them to progress at their own pace and explore subjects of interest in greater depth.

4: Independent Projects

Where enrichment activities are usually assigned by educators, independent projects are opportunities for gifted and talented learners to design their own curriculum. By engaging in self-directed learning projects, learners can delve into subjects of personal interest, which carries several important benefits:

• Autonomy. Providing learners more control over their learning choices fosters a sense of independence and responsibility.
• Increased Motivation. When learners focus on topics of personal interest they’re more likely to be enthusiastic and engaged in the learning process.
• Critical Thinking. Engaging in self-directed projects encourages learners to think critically and solve problems creatively.
• Lifelong Learning. By directing their own learning, students develop skills and attitudes that promote continuous education beyond the classroom.

There are several different approaches educators can take in setting up independent student projects. Consider the following approaches:

• Research Projects. Students are asked to select a topic of interest, conduct thorough research, and then present their findings either to the class or among peers. Educators should guide students in formulating research questions, identifying credible sources, and organizing their information. Students should be encouraged to present their conclusions in diverse formats, such as reports, presentations, or creative displays.
• Passion Projects. These are long-term projects driven by the student’s personal interests, which allows for in-depth exploration and creativity. These don’t have to be research projects, but can be more about offering students more avenues for expression. Educators should allocate time for students to work on these projects and create opportunities for them to share their work with peers or the community.
• Project- or Problem-Based Learning. PBL asks students to tackle real-world problems, which can involve conducting research or collaborating with peers or mentors then proposing or designing solutions. Educators should present students with complex, open-ended problems relevant to their interests or current events. Provide time and space where learners can engage in brainstorming sessions and look for ways to guide research efforts and encourage collaborative problem-solving.
• Mentorship Programs. Educators can also look beyond the school to partner gifted students with professionals or experts in their area of interest. These partnerships can be with local businesses, universities, or community organizations interested in connecting with students. Educators should be sure to set clear goals and expectations for the mentorship, and provide support throughout the process.
• Advanced Reading Lists. A more open approach to advanced reading assignments, reading lists provide students with a curated list of advanced materials that can deepen their knowledge in specific areas. Educators will need to develop reading lists specific to learners’ interests and their area of study, which can include classic literature, scientific journals, or industry-specific publications. Encourage students to engage in discussions, write reflections, or create projects based on their readings.

5: Social-Emotional Support

Engaging and challenging high-ability learners isn’t just about finding the right activities or areas of study. Providing social-emotional support is crucial for gifted learners, as their advanced intellectual abilities often come with unique emotional and social challenges. Addressing these needs holistically ensures their overall well-being and fosters both academic and personal growth.

There are several strategies that educators should employ when working with high ability learners to ensure they’re supported emotionally and socially:

• Acknowledge Emotional Intensity. Gifted learners can have heightened sensitivities, so look for ways to create a supportive environment where they feel safe to express their feelings. Offer strategies for emotional regulation, such as mindfulness exercises, journaling, or art therapy, to help them manage intense emotions.
• Recognize Asynchronous Development. Educators should understand that gifted students’ emotional and social development may not always match their intellectual abilities. Twice-exceptional students — or 2e kids — may have high learning ability, but also have learning challenges or be on the autism spectrum. In all cases is important to be patient and offer guidance, acknowledging that learners might excel in certain areas while needing support in others.
• Promote Peer Connections. Facilitate opportunities for gifted learners to connect with like-minded peers through group projects, enrichment programs, or clubs that align with their interests to help foster a sense of belonging. These social connections can help them build meaningful relationships and reduce feelings of isolation.
• Balance Academic and Social Needs. Educators should ensure that acceleration or academic challenges don’t overwhelm learners’ social development. Support activities that promote teamwork and collaboration, allowing gifted students to develop social skills alongside their intellectual pursuits. This balance will help them navigate both academic and social landscapes effectively.
• Provide Mentorship and Role Models. Connecting learners with mentors can help guide them through both academic and personal growth. Whether they’re outside volunteers or older students, mentors offer perspective and support and can serve as role models, helping gifted students navigate challenges and set realistic goals.
• Teach Coping Skills. Gifted students can feel intense stress and anxiety, so look for ways to offer lessons in stress management, time management, and resilience to help them manage academic pressure and expectations. Deep breathing, prioritization, and positive self-talk can be beneficial calming techniques.
• Encourage Self-Reflection. Help learners reflect on their strengths, weaknesses, and goals, promoting self-awareness and emotional maturity. Activities such as journaling, guided discussions, or self-assessment tools can facilitate this process, enabling students to understand themselves better and make informed decisions.

6: Collaborative Learning Opportunities

According to the National Association for Gifted Children, grouping students with similar abilities together has been shown to positively impact student learning gains. Promoting peer-to-peer learning opportunities and designing collaborative projects offer numerous benefits for gifted learners, including:

• Enhancing Social Skills. Engaging in collaborative projects enables gifted students to navigate diverse perspectives and group dynamics. This interaction fosters effective communication, active listening, and conflict resolution skills, which are essential for their personal and professional growth.
• Fostering Peer Relationships. Working closely with peers on shared tasks helps gifted learners build meaningful social connections, reducing feelings of isolation. Collaborative learning environments provide a sense of belonging and community, which is vital for their emotional well-being.
• Encouraging Critical Thinking. Collaborative settings challenge gifted students to engage in discussions, problem-solving, and debates with peers. This exposure to diverse viewpoints enhances their analytical skills and promotes deeper understanding of complex concepts.
• Promoting Emotional Development. Through group work, gifted learners learn to manage perfectionism and impatience by sharing responsibilities and appreciating different learning paces. This experience cultivates patience, flexibility, and empathy, contributing to their emotional maturity.
• Developing Leadership and Empathy. Collaborative opportunities enable gifted students to develop leadership qualities by guiding peers and taking initiative in group tasks. Simultaneously, they foster empathy by understanding and valuing the contributions of others, leading to well-rounded personal development.
• Enhancing Learning Outcomes. Collaborative projects enrich the learning experience by encouraging gifted learners to explore beyond their individual perspectives. The collective work of the group pushes them to delve deeper into subjects, leading to a more comprehensive understanding and retention of knowledge.

Meeting the Needs of High Ability Students

The goal of adjusting a curriculum to meet the needs of gifted students is similar to that of any learner — the idea isn’t just to challenge them but to engage them. The difficulty in designing a lesson plan for gifted or talented students lies in the fact that they express their abilities in different ways, and there are no universal standards for how to best meet their needs.

That said, there are practices educators can employ to better adapt their approach to meeting the needs of gifted students:

• Make Plans for Differentiated Tasks with Additional Complex Challenges. Tailoring assignments to include more complex problems or open-ended questions can cater to the advanced capabilities of gifted students. Offering enrichment activities can give students more opportunities to engage with learning outside of the classroom.
• Find Ways to Offer Students More Choices. Providing students more voice and choice in their learning activities empowers them to pursue their interests and strengths. This could involve anything from choosing to engage in independent projects, taking higher level classes, or even skipping a grade.
• Promote Collaborative Learning and Support. Gifted students require emotional and social support as much as any other student—and they may even feel under greater pressure. Creating a safe space where they’re able to work with peers will help them in their emotional development, and providing them with resources and skills for coping with pressure will help maintain their well-being.
• Incorporate Technology. Utilizing digital tools and resources can enhance student learning experiences. Whether it’s using simulation software for environmental scientific experiments, expanding on math education with tech tools, or engaging students with out-of-school programs, technology offers flexible options for engaging high ability students.

SmartLab can help educators engage gifted learners of all ages and address their learning needs. To experience how it works, schedule a lab visit today.