Justification: In order to achieve the NSW DETs (2012) philosophy: to provide world class education and support strong,

vibrant communities to ensure the economic and social wellbeing of New South Wales , teachers have a responsibility to address the learning needs of ALL students in their classrooms. Therefore it is imperative teachers identify such students and subsequently, differentiate their teaching to enable gifted and talented students to realise their potential. This document: Outlines two important issues for classroom teachers arising from the NSW DET policy on Gifted and Talented Students and the associated implementation guidelines.

Genius without education is like silver in the mine Benjamin Franklin

The NSW DET (2004a) define gifted students as learners with potential markedly above average in one or more fields of human ability and talented students as possessing above average skill in one or more fields of human performance. Starting in the classroom, it is imperative teachers identify such students and subsequently, differentiate their teaching to enable gifted and talented students to realise their potential.

The NSW DET policy for the education of gifted and talented students (2004a, p.10) states teachers, with support, have a responsibility to identify the gifted and talented students in their classes. Identification is an important issue as it is the first step in effectively catering for the needs of the gifted and talented (NSW DET, 2004b).

There are three stages of identification: nomination, screening and monitoring (NSW DET, 2004b). Although identification is a school-wide procedure, classroom teachers are primarily responsible throughout the process (NSW DET, 2004b). Gifted and talented traits can emerge at any time (Vialle & Rogers, 2009) and the teacher is often the first to recognise a students special abilities (Lewis & Doorlag, 2006). Therefore, it is crucial teachers are accountable for identifying gifted and talented students.

Gifted and talented students typify a vast range of characteristics (Lewis & Doorlag, 2006; NSW DET, 2004b; Vialle & Rogers, 2009) and come from diverse economic, cultural and special needs groups (Elhoweris, 2008; NSW DET, 2004b; Vialle & Rogers, 2009). This variety is often overlooked by teachers (Elhoweris, 2008). However, with support from parents or caregivers, school counsellors and the school community (NSW DET, 2004a), teachers can implement an objective and thorough identification process; resulting in the referral and recommendation of truly gifted and talented students.

Once identified, teachers must address the important issue of selecting and implementing a variety of teaching strategies for inclusion in programs for the range of gifted and talented students in their class (NSW DET, 2004a, p.11). Gifted and talented students needs demand that teachers differentiate both their curriculum and pedagogy to enable students to excel in their field (Lewis & Doorlag, 2008). Differentiation is the collective name for teaching strategies that are used to distinguish and cater for all exceptional students (NSW DET, 2004c).

Differentiation is essential if a teacher is to maximise the learning outcomes of gifted and talented students (Van Tassel-Baska, 2000; Vialle & Rogers, 2009). These students have higher intelligence and [a] more rapid learning rate (Lewis & Doorlag, 2008, p.366), they learn faster and solve problems easily in innovating ways (NSW DET, 2004c). Therefore, teaching needs to be quicker, broader, deeper and more complex (Lewis & Doorlag, 2006; Vialle & Rogers, 2009). As a result, differentiation in the classroom can manifest in many ways. Lewis and Doorlag (2006) and the NSW DET (2004c) recommend acceleration, enrichment, extension and grouping strategies to differentiate programs; whereas the NSW DET (2004d) and Vialle and Rogers (2009) highlight the content, process and product of teaching and learning experiences as successful ways to differentiate the curriculum.

The most important consideration however, is that differentiation caters for each individual gifted or talented student; that they are continually challenged with developmentally appropriate opportunities (NSW DET, 2004d, p.6) and as a result, develop their individually remarkable potential (NSW DET, 2004b).

Identification and differentiation are the most important issues raised in the NSW DET policy on Gifted and Talented Students. It is imperative teachers are informed about and address these issues in order to recognise, support and inspire the potential of gifted and talented students in our classrooms (NSW DET, 2004d).

Reference List Elhoweris, H. (2008). Teacher Judgement in Identifying Gifted/Talented Students. Multicultural Education, 13 (3), p.35-38. Proquest database (accessed 10 August, 2011). Lewis, R.B. & Doorlag, D.H. (2006). Teaching Special Students in General Education Classrooms. Upper Saddle River, NJ: Pearson Education Inc. NSW DET (NSW Department of Education and Training). (2004a). Policy and implementation strategies for the education of gifted and talented students. Sydney, NSW: Department of Education and Training. NSW DET (NSW Department of Education and Training). (2004b). Policy and implementation strategies for the education of gifted and talented students. Support package: Identification. Sydney, NSW: Department of Education and Training. NSW DET (NSW Department of Education and Training). (2004c). Policy and implementation strategies for the education of gifted and talented students. Guidelines for the used of strategies to support gifted and talented students. Sydney, NSW: Department of Education and Training. NSW DET (NSW Department of Education and Training). (2004d). Policy and implementation strategies for the education of gifted and talented students. Support package: Curriculum differentiation. Sydney, NSW: Department of Education and Training. Van Tassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. In K.A. Heller, F.J. Monks, R. J. Sternberg & R.F. Subotnik (Eds.). International handbook of giftedness and talent (2nd ed., p.365-386). Amsterdam, Zuid Holland: Elsevier. Vialle, W. & Rogers, K.B. (2009). Educating the Gifted Learner. Terrigal, NSW: David Barlow Publishing.