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Your Passport to Gifted Education pp 73–87Cite as

Expecting the Unknown: Anticipating Different Levels of Giftedness

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Abstract

While the plane approaches its destination, a passenger’s thoughts transition to envision what to expect next. They must be open-minded and willing to adapt to any unusual situations that occur. Teachers also experience feelings of uncertainty when anticipating how to meet the educational needs of different levels of gifted students, especially those who function in the highest range of IQ scores and level of performance learning. The best practices in gifted education recommend that teachers use multiple measures to effectively educate all students and integrate their curriculum with the national and/or state standards for exceptional children. The case study of Highly Gifted Hwan offers insight for providing intervention strategies for gifted students who function at an exceptionally high level of achievement. Intervention strategies are provided for both teachers and parents to create authentic learning opportunities, offer appropriate resources and experiences, and use higher order thinking skills (HOTS) that can be used with all children in the classroom.

Most teachers waste their time by asking questions

which are intended to discover what a pupil does not know

whereas the true art of questioning has for its purpose

to discover what the pupil knows or is capable of knowing.

—Albert Einstein (Theoretical Physicist). [Online], http://www.azquotes.com/quote/548998, as accessed on 9/6/16.

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  1. Morgan Hill, CA, USA

    Monita Leavitt

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  1. Monita Leavitt
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Correspondence to Monita Leavitt .

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Leavitt, M. (2017). Expecting the Unknown: Anticipating Different Levels of Giftedness. In: Your Passport to Gifted Education. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-47638-4_6

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  • DOI: https://doi.org/10.1007/978-3-319-47638-4_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-47637-7

  • Online ISBN: 978-3-319-47638-4

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