Every gifted student is unique. Although gifted students do not constitute a single homogeneous group, many of them have similar characteristics. The following are some commonly found traits among gifted students:
While some gifted students have attained high levels of cognitive development, this does not necessarily imply similar levels of development in the emotional, mental or social aspects; and vice versa.
Moreover, these characteristics may not be necessarily manifested in a positive way. For example, in cognitive traits, gifted students require advanced subject knowledge. If the learning content is too simple, they will lose learning motivation in the long term. In affective traits, their sense of humour may sound sarcastic to others; students with high energy levels may be disruptive in lessons. In such cases, the gifted individuals are obviously displaying difficulties in adjusting to the environment and timely support would be needed from their teachers and parents.
This Compendium showcases lesson examples in deploying differentiated instruction and/ or infusing affective education to cater for the learning and affective needs of gifted students. Schools are encouraged to make reference to and adapt the examples in designing whole-class teaching or pull-out programmes so as to unleash the potential of their gifted students.
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