Problem

Goal: To provide strategies and support to enable GAT students to become

Problem Solved

confident and independent, whilst simultaneously achieving levels in assessment

which are consistent with their abilities.

Worked
well

Constraint / Limiting Condition:

School, Teacher and Parent Attitudes and Beliefs towards GAT students

Selected Solution:

Professional and Curriculum development and Policy

There is not a one size fits all solution in

tackling the problem of GAT students not
meeting assessment standards. An education
system must be considered on a case-bycase basis to maximise the learning
outcomes for a gifted student.

Identification of GAT students

Social-emotional issues GAT students experience
Parental Support

Misdiagnosis of Gifted students such as ADD or ADHD

GAT students to progress at a

faster pace through the
curriculum content.
Learning to be at a pace and
level consistent with their natural
abilities.
Educational equity and
recognises individual differences
in readiness to learn as well as
identifying the value of each
student.
The provision of a better personal
maturity match with classmates.

Possible Solution 2:
Curriculum Compacting
Eliminates content already known
to avoid repetition. Allows time
for more challenging work to
avoid boredom.
Curriculum compacting engages
the GAT student to work with
higher-order thinking skills. This
improves motivation and ensures
success in achieving assessment
standards.
Differentiated curriculum
streamlines instruction and offers
more challenging and interesting
alternatives based on student
individual needs and interests.

Possible Solution 3:
Underachievement and
challenges to success
Teacher, student and parent
connection
Teacher attitude and beliefs
towards GAT students
Social and emotional issues
associated with GAT students
Labelling students
Tiered assignment-scaffolded
tasks, interest groups to extend
learning with like-minded peers,
and Blooms Taxonomy.

Pre-assessment on what a
student knows and what the
student still needs to master.
Ongoing evaluation

Ongoing evaluation

A melding of the three interdependent

practices of acceleration, curriculum
compacting, grouping strategies, and
enrichment programs is recommended.
The ongoing provision of resources and
training listed below needs to be addressed in
order to overcome the constraints.
Provide professional learning and
development for teaching professionals
Provide best practices case studies and
examples which model the school policy.
Build the capacity of carers, practitioners
and teachers to engage in planning and
development
Ensure new National/State guidelines for
identification within the curriculum and
teaching.
Did not
work
well

Possible Solution 1:
Acceleration

Try another solution

Ongoing evaluation