18 Teaching for High Potential | November 2020
O
ne of the most important
considerations in teaching
gifted students who are
culturally and linguistically
diverse (CLD) is to hold high expectations
for their learning and progress.
Students can be supported in attaining
these high expectations when teachers
view student abilities through a
strengths-based lens, seeing new language
skills and different knowledge as
assets rather than deficits when planning
instruction. Teachers can be empowered
to make necessary changes in
curriculum to develop the strengths of
diverse students, viewing themselves
as “capable of bringing about change”
(Villegas & Lucas, 2002). One way of
building this sense of empowerment for
change is to increase awareness of how
culture plays a role in day-to-day teaching.
Teachers should ask themselves
what they know about diverse gifted
students in relation to the content area
being studied. How do their own beliefs,
values, assumptions and culture
influence their thinking about diverse
students? How do they collaborate with
professional peers and advocate for
gifted students? In this article, we provide
a number of ideas for providing a
rigorous curriculum for diverse students
through collaborating, utilizing high
quality instructional materials, and differentiating
instruction through higher
order thinking processes. Overall, these
components are supported by teachers
who have high expectations and who
are aware of the needs of culturally and
linguistically diverse students.
Shifting from a deficit mindset that
focuses on areas of remediation to a
strengths-based mindset often includes
retooling for teachers. Learning how to
effectively communicate, self-reflect,
and collaborate with other educators
and parents is critical to providing a rigorous
curriculum to students who have
different backgrounds. The knowledge
base of teachers should include cultural
characteristics, linguistic differences,
socioeconomic differences, and family/environmental
considerations. Also,
professional learning regarding modifications,
motivation, strategies, services,
technology, and outside resources
should be considered as a means to
implement best practices.
Collaborative Planning Models
Collaborative planning is a key component
in developing appropriate supports
for CLD gifted students. Siegle
et al. (2016) identify Response to Intervention
(RTI) as an effective model for
CLD students because it provides scaffolded
support through increasing levels
of difficulty that allow for enrichment
or acceleration. Collectively, the school
RTI team is able to provide bridges to
new learning, along with suggestions
for modifications and supports for CLD
students. Although RTI is typically considered
for students who are performing
poorly, the use of an RTI process called
“Uppervention” for gifted students can
challenge and provide opportunities for
gifted students to explore their talents
(Work, 2014).
Another approach to providing support
for CLD students is the use of the
integrated classroom model. Mun and
others (2016) suggested this approach
because it includes differentiation and
cluster grouping that can be used to
build on student background knowledge
and allow for student engagement. This
model is best implemented using a team
approach and student pre-assessment.
Effective differentiation, however, can
be complex. General education teachers
may need support to appropriately
modify their curriculum or use grouping
to differentiate. Therefore, the support
of a gifted educational specialist or ELL
specialist via professional development,
co-planning, co-teaching, or direct collaboration
is critical.
Differentiation and Instructional
Supports
Differentiation is important for gifted
Curriculum
Approaches that
Build Learning
Bridges for Diverse
Gifted Students
Beth Hahn, Karen Qualls, Tracy Alley,
Aimee Fletcher, Kim Gordon, &
Todd Stanley
University of Cincinnati
The authors are faculty and adjunct faculty
members for the University of Cincinnati Gifted
Endorsement Program.
November 2020 | Teaching for High Potential 19www.nagc.org
students who are culturally and linguistically
diverse. Adapting the general
curriculum to meet the unique needs of
gifted CLD students begins with building
on students’ background knowledge
(Van Tassel-Baska & Stambaugh,
2006). This may include providing high
quality materials in a student’s native
language, and/or literature about diverse
cultures. It is important that interventions
are matched to the student’s
area of strength, whether it is verbal or
quantitative, or in critical thinking and
reasoning. Honoring students’ authentic
work is a vital part of engaging CLD
students in the learning process. Using
illustrations, graphics, drama, manipulatives,
and written expression in a
student’s primary language are excellent
ways of encouraging and gauging
student learning. Also, differentiating
through questioning, open-ended activities
or problem-based learning, as
well as choosing appropriate challenging
materials, allows for meaningful
learning to occur for CLD students.
To attune instruction to student
strengths, teachers can administer an
interest inventory or survey in the beginning
of the school year. The inventory/survey
can target interests that will
help the teacher plan lessons and understand
the needs of each student. If a
teacher discovers that a student enjoys
playing the guitar at home, the teacher
could incorporate a sharing time in class
or incorporate a performing arts assignment
on a choice board. Voice and
choice are key elements in a differentiated
classroom. Also, adapting learning
tools so that they are reflective of CLD
students is often a necessity to achieve
appropriate differentiation. Many gifted
teachers use choice boards as a way to
challenge their students, and give them
academic choices, but, choice boards
need to be examined to make sure that
they are culturally appropriate. If they
are not, they need to be modified so
that they are. Figure 1 displays an example
of a typical choice board for A
Christmas Carol.
These are seemingly creative activities
that give students several choices.
However, many of them are insensitive
to CLD students, using choices that are
reflective of settings of which they are
not familiar. Additionally, these choices
do not necessarily allow students opportunities
to create products that are
reflective of their culture or hold them
to high expectations with sufficient rigor.
There are ways to use A Christmas
Carol even with its focus on Christmas
without being culturally insensitive. A
better choice board might look like the
board in Figure 2.
In addition to choice boards and interest
inventories, independent studies
can be used as a way to link the passions
of a student to the curriculum as
a means to keep them engaged in the
learning process. Independent studies
allow students to share a passion that
may not connect directly to the curriculum.
For example, if the class studies
the topic of simple machines, a student
whose passion is sketching Italian cars
might research Lamborghinis and reference
all of the simple machines found in
the cars through a sketch.
Additionally, Winebrenner and Brulles
(2018) suggested that teachers of
gifted students from diverse populations
should learn about the cultural
values of students before creating assignments.
For example, some cultures
value work completed in a “communal
environment”, while others value independent
work. Being aware of cultural
values will provide teachers with the
opportunity to assure students that all
modes will be implemented, but everyone
will have a chance to work in their
preferred mode.
Considerations should also be made
for students learning a new language.
Graphic organizers and verbal assignments
can be used to reduce the
amount of writing that linguistically diverse
students have to complete during
the language acquisition phase so
that students get past barriers and truly
demonstrate what they know. Such
scaffolding supports can be gradually
removed as students continue to gain
language skills and content knowledge.
Supporting gifted students who are
Change the setting of the story
to that of the beach. Describe
how the setting would change
the story and why.
What role does tradition play in
the story? Prepare a traditional
holiday meal for the class and
include the history of why this is
an important food to your family.
Choose a passage and define
10 words you do not know,
making a glossary with related
illustrations so that it can be
referenced by others.
Write a diary entry from the
perspective of one of the minor
characters. How might the
minor character see what is
going on in the book differently
than others?
Student choice Write a Christmas “carol” for the
21st century where you spread
peace and good will.
Answer the following questions:
1. How does Scrooge
change in the story?
2. What is the main
problem and how is it
resolved?
3. What is the theme?
Present a monologue from the
perspective of one of the
characters and how they view
Ebenezer Scrooge.
Replace characters in the story
with members of your family.
How would your family
members act in the story and
would it change the storyline?
Figure 1. Typical Example of Choice Board for A Christmas Carol
20 Teaching for High Potential | November 2020
culturally and linguistically diverse also
includes addressing their social-emotional
needs as they pursue advanced
academic content. As with other gifted
students, students from culturally and
linguistically diverse backgrounds may
deal with issues of perfectionism, underachievement,
lack of motivation, or
asynchronous behaviors. Therefore,
digging beyond students’ interests to
tap into what motivates them or creates
anxiety and triggers their frustration
is critical. Additionally, as teachers
develop plans for rigorous instruction,
they can co-create a navigation guide
with the student using S.M.A.R.T. goals
(S-Specific, M-Measurable, A-Attainable,
R-Realistic, T-Timely). As students
progress to achieve self-selected academic
learning goals, they develop a
sense of accomplishment and confidence.
Achieving attainable goals allows
students to develop self-regulation
skills, motivation, and self-efficacy,
all important psychosocial factors that
facilitate talent development.
Through building background knowledge,
tuning in to student interests,
planning culturally-responsive instruction,
providing a gradual release of
scaffolded supports, and addressing
social-emotional needs, we can pave
paths for students to demonstrate their
strengths and progress in their learning.
As educators, we must reflect on
the extent to which we teach with high
Change the setting of the story.
Describe how this setting would
change the story and why.
This does not limit students to
writing inauthentically about a
beach for this story. Students can
change the setting to a familiar
setting.
What do you think about the
traditions that are used in the story?
What role do they play in the
development of the story? Why do
you think traditions are important
and what traditions are important to
you? Share your ideas with the
class in a creative way (food,
collage, piece of art).
Students can consider other familiar
traditions. This is also more
culturally sensitive since some
cultures do not celebrate holidays
or a student may not be residing
with their biological family.
Choose a passage and define 10
words you think are important to
the story. Also, provide a symbol for
its meaning and importance in the
story.
This provides an additional layer of
abstract thinking, holding students
to higher expectations of rigorous
instruction, beyond defining words.
Write a diary entry or draw a picture
of a scene from the perspective of
one of the minor characters. How
might the minor character see what
is going on in the book differently
than others?
The additional choice provides an
option for students to demonstrate
their knowledge in other ways.
Student choice Reflect on the development of the
theme of peace and goodwill within
the story. Write a song for the 21st
century where you spread peace
and good will. You are not required
to perform the song.
By the task not being limited to
writing a Christmas “carol”,
students are given the opportunity
to write a song using a music genre
of their choice.
With a partner, answer the following
questions:
1. What motivates Scrooge?
How does this change
throughout the story?
2. How does the Scrooge’s
internal conflict help us
understand the theme?
3. How does the author use
symbolism?
This allows students to
collaboratively discuss their
responses, enhancing oral fluency
and academic language, while also
receiving peer support if needed.
Questions are also more
challenging, holding students to
higher expectations.
Present a monologue to the class or
make a WeVideo of the monologue
from the perspective of one of the
characters and how they view
Ebenezer Scrooge.
This allows students an additional
choice in filming the monologue. In
consideration of oral fluency
proficiency (for linguistically diverse
students), this task allows practice
and re-take opportunities for
students who do not wish to
perform directly in front of an
audience.
Replace characters in the story with
members of a popular TV show or
movie. How would these
characters act in the story and
would it change the storyline?
Students have expanded
opportunities to replace characters
with familiar contexts. This is
important for students who may not
wish to discuss family members as
indicated in the previous task.
Figure 2. Choice Board with Culturally Responsive Considerations
expectations, engage in collaborative
practices to benefit diverse learners,
and thoughtfully plan culturally-responsive
instruction. Such practices
are promising in supporting diverse
students as they aim to reach their
greatest potential. THP
Resources
Lewis, L.C., Rivera, A., & Roby, D. (2012).
	 Identifying and serving culturally and lin-
	 guistically diverse gifted students. Pru-
	 frock Press, Inc.
Stanley, T (2011). Project-based learning
	 for gifted students: A Handbook for the
	 21st-Century Classroom. Prufrock Press.
References
Mun, R. U., Langley, S. D., Ware, S., Gub-
	 bins, E. J., Siegle, D., Callahan, C. M., &
	 Hamilton, R. (2016, December). Effective
	 practices for identifying and serving Eng-
	lish learners in gifted education: A
	systematic review of literature. Re-
	 trieved November 29, 2019, from https://
	ncrge.uconn.edu/wp-content/uploads/
	sites/982/2016/01/NCRGE_EL_Lit-Re
	view.pdf
Siegle, D., Gubbins, E. J., O’Rourke, P.,
	 Langley, S. D., Mun, R. U, Luria, S.R., &
	 Plucker, J. A., (2016). Barriers to under
	 served students’ participation in gifted
	 programs and possible solutions. Jour-
	 nal for the Education of the Gifted, 39,
	103-131.
Van Tassel-Baska, J. & Stambaugh, T.
	(2006). Comprehensive curriculum for
	 gifted learners. Pearson.
Villegas, A.M. & Lucas, T. (2002). Prepar-
	 ing culturally responsive teachers: Re-
	 thinking the curriculum. Newbury Park,
	California: Journal of Teacher Education,
	53(1).
Winebrenner, S. & Brulles, D. (2018)
	 Teaching gifted kids in today’s class-
	room. Free Spirit Publishing.
Work, J. (2014, May). Uppervention: Meet-
	 ing the needs of gifted and talented stu-
	dents. Retrieved from www.edutopia.
	org/blog/uppervention-for-gifted-talent
	ed-students-josh-work
Write for THP
Do you have practical classroom
applications of
current
research,
theory,
and best
practices in
the field of
gifted education?
Are you
proud of the innovative
way you address
the needs of gifted
students
in your school
or classroom?
Have you created a successful
lesson or unit plan that aligns with
the revised NAGC Pre-K-Grade 12
Gifted Programming Standards? If
so, we want to hear from you! Send
manuscripts to: Jeff Danielian,
Editor, THP at jdanielian@nagc.org.