Discuss educating gifted children. How well do programs for the gifted nurture children’s talents and creativity?

What will be an ideal response?

Answer: Debate about the effectiveness of school programs for the gifted typically focuses on factors irrelevant to giftedness—whether to provide enrichment in regular classrooms, pull children out for special instruction (the most common practice), or advance brighter students to a higher grade. Overall, gifted children fare well within each of these models, as long as special activities promote problem solving, critical thinking, and creativity. Gardner’s theory of multiple intelligences has inspired several model programs that provide enrichment to all students in diverse disciplines. Meaningful activities, each tapping a specific intelligence or set of intelligences, serve as contexts for assessing strengths and weaknesses and, on that basis, teaching new knowledge and original thinking. For example, linguistic intelligence might be fostered through storytelling or playwriting; spatial intelligence through drawing, sculpting, or taking apart and reassembling objects; and kinesthetic intelligence through dance or pantomime. Evidence is still needed on how well these programs nurture children’s talents and creativity. But they have already succeeded in one way—by highlighting the strengths of some students who previously had been considered unexceptional or even at risk for school failure. Consequently, they may be especially useful in identifying talented low-SES, ethnic minority children, who are underrepresented in school programs for the gifted.