Professional Collaboration that Enhances Gifted Learning

Instructor: Della McGuire

Della has been teaching secondary and adult education for over 20 years. She holds a BS in Sociology, MEd in Reading, and is ABD on the MComm in Storytelling.

In this lesson, we will discuss ways teachers can work with administrators, learning specialists, and other teachers to enhance the learning experiences of gifted students in the classroom. This can include team teaching, integrated curriculum, and collaborating with other teachers and professionals.

Sara's Strategy

Sara is a dedicated teacher who hopes to improve the approach her school takes to providing quality education to gifted students. She has had some specialized training in the best practices and research-based strategies that will enhance learning for these exceptional students. Sara knows the expression 'it takes a village to raise a child' applies equally to gifted children. With this in mind, Sara sets out to find the village of professional educators in her school who can collaborate to provide comprehensive gifted education. She hopes to establish a shared responsibility among those key team members to use the strategies for collaboration that have the most impact.

Team Teaching

Team teaching is one way to create or improve professional collaboration to enhance gifted learning that involves using more than one instructor based on areas of expertise, curriculum content needs, differentiating instruction or other purposes. There are several structural patterns for team teaching, as posited by Dr. Marilyn Friend, though some are more conducive to working with gifted students. Since Sara's school already uses all these research-proven methods, she can recruit collaborators to the team who can emphasize the co-teaching models best benefiting the gifted.

When different professionals collaborate to help gifted students, they can maximize student potential
image of teachers collaborating

Team Teaching Models for Gifted Students

Station Teaching works well for gifted students because content may differ from one station to the next. In addition to curriculum content differentiation, the delivery method of instruction can also vary when the gifted students are in a particular station. This simplifies differentiating instruction for a diverse classroom and provides inclusivity to students needing supplemental assignments.

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