and Best Practices for Teaching Gifted and Talented Learners
Willard L. White,
1. In what ways do I incorporate higher-order thinking skills (analysis,
synthesis, and evaluation) in my classroom?
2. In what ways do I include the benchmarks of creativity (fluency,
flexibility, elaboration, and originality) in my classroom?
3. In what ways do I provide opportunities for independent study
in my classroom?
4. Do I use pre-assessment before teaching math, spelling words,
skills, major concepts, or units of study?
5. How am I sure my students understand what is expected in each
6. How do my students demonstrate that they have basic skills necessary
to complete assignments?
7. In what ways do I assess my students' strengths and weaknesses?
8. In what ways do I provide for accelerated instruction or enrichment
when a student is academically advanced in a skill or problem area,
or keenly interested in a particular topic, issue, or problem?
9. In what ways do I communicate the successes of my students to
10. How do both curriculum and instruction in my classes differ
from a regular class at the same grade level in my school?
11. In what ways do I group students for instruction in my classroom?
12. How do I incorporate students' interests in my teaching?
13. How often do I review the Educational Plans for each of my
14. How often do I pursue my own professional growth in the field
of gifted education?
15. In what ways do I provide for the social and emotional development
16. What evidence is there that I have high expectations for my
17. How do I model creativity in my classroom management, in-class
activities, long-term assignments, interaction with students, and
18. To what extent do I share my own creative productivity with
Dr. White is an educational consultant as well as a university
instructor on programs and curriculum for gifted students.