What is the difference between talented and gifted

Unfortunately skipping grades cannot happen repeatedly unless teacher, parents, and the students themselves are prepared to live with large age and maturity differences within single classrooms.

In itself, too, there is no guarantee that instruction in the new, higher-grade classroom will be any more stimulating than it was in the former, lower-grade classroom. Redesigning the curriculum is also beneficial to the student, but impractical to do on a widespread basis; even if teachers had the time to redesign their programs, many non-gifted students would be left behind as a result.

Enrichment involves providing additional or different instruction added on to the usual curriculum goals and activities. Instead of moving ahead to more difficult kinds of math programs, the student might work on unusual logic problems not assigned to the rest of the class. Like acceleration, enrichment works well up to a point. Enrichment curricula exist to help classroom teachers working with gifted students and save teachers the time and work of creating enrichment materials themselves.

Since enrichment is not part of the normal, officially sanctioned curriculum, however, there is a risk that it will be perceived as busywork rather than as intellectual stimulation, particularly if the teacher herself is not familiar with the enrichment material or is otherwise unable to involve herself in the material fully.

Obviously acceleration and enrichment can sometimes be combined. A teacher can move a student to the next unit of study faster than she moves the rest of the class, while at the same time offering additional activities not related to the unit of study directly. For a teacher with a student who is gifted or talented, however, the real challenge is not simply to choose between acceleration and enrichment, but to observe the student, get to know him or her as a unique individual, and offer activities and supports based on that knowledge.

This is essentially the challenge of differentiating instruction, something needed not just by the gifted and talented, but by students of all sorts. As you might suspect, differentiating instruction poses challenges about managing instruction. Davis, G. Education of the gifted and talented, 5th edition. Friend, M. Special education: Contemporary perspectives for school professionals, 2nd edition. Schiever, S. The adjective gifted is generally used to describe people with extraordinary talents or abilities.

But in the context of education, gifted refer to students with outstanding talent who have achieved high levels of accomplishment when compared with other students of their age or environment.

The main difference between gifted and talented actually depends on the area the child shows a talent in. Gifted can be defined as being outstanding abilities in one or more academic subjects such as maths, science, geography, history, and English. A gifted student may show some of these characteristics. Although the conventional meanings of the term talented students or gifted student referred to the intelligence level of a student, today the term talented and gifted refer to a wide range of abilities and talents.

Thus, gifted and talented have two different meanings based on these different abilities and talents. The term talented is used to refer to students with exceptional abilities in practical subjects such as dance, music, design, art, and physical education.

The talents and abilities of these students will be far superior to the others of the same age. The U. Department of Education officially defines gifted children as those "with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment. Department of Education's definition of giftedness incorporates the concept of talent, which is used more often to refer to a natural tendency toward achievement and skills in one specific area.