WHAT ARE THE CHARACTERISTICS OF STUDENTS WHO ARE GIFTED AND TALENTED?
When asked this question, most teachers will respond by citing three observations. First, gifted youngsters tend to get their work done quickly and may seek further assignments or direction. Second, they ask probing questions that tend to differ from their classmates in depth of understanding and frequency. Finally, they have interests in areas that are unusual or more like the interests of older students. In fact, these observations define the characteristics that challenge regular classroom teachers the most as they attempt to bring full instructional service to gifted and talented students. These students potentially differ from their classmates on three key dimensions (Maker, 1982): • the pace at which they learn • the depth of their understanding • the interests that they hold. In order to develop instructional programs that will meet the needs of gifted students in regular classroom settings, it is necessary to address and accommodate these defining characteristics. What Is the R
