Extracurricular activities are vital extensions of academic learning for gifted students. These options often challenge students to think creatively, communicate persuasively, and collaborate with peers. For example, Model United Nations (Model UN) allows students to research global issues, negotiate with others, and develop diplomatic problem-solving skills.
Theater arts offer another rich outlet. Participation in school plays or community theater builds empathy, public speaking strength, and artistic expression. Likewise, Forensics and Debate teams refine students’ analytical reasoning and argumentation skills, perfect for students with verbal and critical thinking strengths (see the National Speech & Debate organization to learn about this activity).
Competitions like Odyssey of the Mind take creativity and critical thinking to the next level. This international program encourages teams of students to solve open-ended problems that require divergent thinking and innovation. Odyssey of the Mind challenges students to manage complex tasks, design unique solutions, and perform these under pressure — a powerful combination for gifted learners.
Extracurricular participation often brings leadership roles too. Students can serve as team captains, directors, or club officers, learning organizational and interpersonal skills that support college and career readiness. For many gifted learners, these opportunities provide social engagement with peers who share intellectual interests, while also reinforcing resilience and self-confidence.
Parents and educators should encourage students to explore a mix of activities that align with their strengths and interests. There are dozens of extracurricular activities at schools across the country; surely gifted students can find one to pursue. With supportive mentorship, extracurriculars become not just hobbies but platforms for growth.
What are some unique extracurricular activities your school or homeschool co-op offers for gifted and advanced students? Share them in the comments below! ~Ann
Independent study opportunities empower gifted students to take ownership of their learning. These experiences allow students to explore topics not offered in traditional curriculum or delve deeper into areas of passion. Independent study can be tailored to individual interests, whether that’s advanced literature analysis, coding projects, deep dives into historical events, or scientific research.
One key benefit of independent study is that it builds self-directed learning habits. Students learn how to plan long-term projects, manage timelines, seek out resources, and reflect critically on their progress. These are precisely the kinds of executive functions that high-ability learners often excel in and benefit from strengthening further.
Independent study doesn’t need to be a solo activity. Many schools offer Independent Study Courses where students meet periodically with a mentor teacher to refine goals and receive feedback. Others use project portfolios or presentations as assessments rather than traditional tests.
At the elementary and middle school levels, schools can start with Purposeful Passion Projects/Genius Hour (see Andi McNair’s website; she is one of the Genius Hour gurus in gifted land) to get students used to directing their own learning in areas of interest.
For homeschool families, independent study can be structured with the support of curriculum providers, online resources, and community mentors. Students can work with subject-area experts outside the school to expand their learning network and bring real-world application into academic experiences.
Ultimately, independent study nurtures curiosity and initiative — two traits that define gifted learners. When students chart their own learning journey with appropriate guidance, they experience not just academic growth but confidence, perseverance, and a lifelong love of learning.
When school divisions think about gifted education, conversations often focus on program structure: pull-out or push-in services, cluster grouping or self-contained classes, talent development or identification-based models. While these decisions are important, they are not the full story of how gifted learners are supported.
This blog series, Gifted Delivery of Services Opportunities, was created to shift the focus from structure alone to the opportunities students experience within and beyond any gifted program model.
The reality is this: it does not matter which gifted program model a school division uses (most school divisions use a combination of models, anyway). The opportunities highlighted in this series can apply to every model. Whether students are served through general education classrooms, specialized gifted programs, magnet schools, or homeschool settings, gifted learners need access to diverse pathways that allow them to explore interests, develop strengths, and apply learning in authentic ways.
Across this series, I explore fourteen gifted delivery of services opportunities that can enhance gifted programming in any context. These include independent study, extracurricular activities, leadership roles, scouting, community service, academic competitions, internships, mentorships, early college programs, diploma seals and recognitions, academic honor societies, Governor’s School programs, civics-focused experiences, and fine arts opportunities.
Together, these opportunities form a flexible and responsive continuum of services. They recognize that giftedness is not one-dimensional and that talent emerges in many forms. Some students shine in mathematics or science. Others find their voice through leadership, service, civic engagement, or the arts.
One caveat: most of what I discuss in this blog series focuses on secondary-level opportunities. However, every opportunity I share has a counterpart of some sort at the elementary level that is easy to google-search.
This series is designed for gifted coordinators, administrators, teachers, and families who want to think more expansively about how gifted services can look in practice. Gifted education does not live only in a schedule or a label. It lives in the opportunities we provide and the doors we open for students.
Please let me know if there are any opportunities for gifted students that I forgot by dropping them in the comments below. Thank you! ~Ann
Talent development is not a single program. It is a philosophy that aligns identification, curriculum, grouping, and supports with the aim of building real competence. When districts design intentional pathways, gifted services become less about exclusion and more about expanding possibility.
A talent development approach reframes giftedness as potential that schools intentionally nurture into domain-specific competence. This approach shifts the focus from identification toward curriculum, scaffolded opportunities, and systematic supports that help promising students become skilled, motivated learners (see the NAGC Task Force report on Talent Development).
Talent Development Models
One model of talent development is Gagné’s Differentiated Model of Giftedness and Talent. Gagné separates natural abilities from developed talents and highlights the role of intrapersonal and environmental catalysts that must be present for potential to become expertise. Framing services through this model encourages schools to design experiences that build skill over time, not just label students once (see a seminal article about the DMGT Model).
Another important model for talent development is the Talent Development Mega-Model, proposed by Subotnik, Olszewski-Kubilius, and Worrell (2011), which reframes giftedness as a developmental process rather than a fixed trait. In this model, early abilities and potential are only starting points. Over time, talent is shaped through deliberate practice, increasing domain specificity, high-level instruction, psychosocial skills, and sustained motivation. As learners progress, the criteria for success shift from general ability to demonstrated performance, expertise, and ultimately eminence within a domain (eminence as a goal for gifted programs is slightly controversial in the field). However, this framework is especially important for schools because it highlights the responsibility of educational systems to intentionally cultivate potential through aligned services, mentoring, and opportunities, rather than assuming early-identified giftedness will automatically translate into advanced achievement.
Another model of talent development is the Dynamic Talent Pathways Framework by Todd Kettler out of Baylor University that I described in my #NAGC2025 session review. This framework reimagines secondary gifted education as a developmental progression that moves learners from potential through competence, mastery, domain expertise, and exceptional performance, with excellence and innovation treated as complementary forces rather than competing goals. At its heart, the model blends multiple theoretical lenses, including talent development and ecological systems thinking, to emphasize that talent grows when schools act as coordinated learning ecosystems. It weaves together three interdependent strands- cognitive mastery, creative production, and identity and purpose formation– so students not only build knowledge and skills but also see themselves as emerging practitioners in their fields. Practical tools like Talent Development Plans and mentorships help personalize pathways while fostering sustained challenge, authentic work, and equitable access for all gifted adolescents.
Lastly, Renzulli’s Enrichment Triad Model is a good, solid model of talent development. His model is a practical framework designed to foster creative productivity and deep engagement in learners by offering three sequential types of enrichment experiences. Type I experiences are broad, general exploratory activities that spark interest and expose all students to new topics. Type II focuses on developing thinking, research, and process skills through group training (typically pull-out or push-in groups, often with identified gifted students or students who have strong interest areas). Type III involves student-driven, first-hand investigations of real problems where learners act like practicing professionals in their chosen area. The model emphasizes dynamic flow among the three types so that early exploration and skills development lead to meaningful, authentic inquiry (Renzulli Center for Creativity).
Applying a Talent DevelopmentFramework
How does a talent development approach look in practice? Schools can create multiple, complementary pathways so students receive support where they are and for what they need. Some examples include enrichment and skills training for all students, cluster grouping to concentrate gifted learners for daily differentiated instruction, push-in enrichment to maintain inclusion while increasing challenge, and MTSS-aligned tiers that provide enrichment at universal and targeted levels. Schools can also create talent pathways to provide the extended practice, mentorship, and resources that turn ability into talent (read more about the power of proper cluster grouping here).
One of the most powerful features of a talent development approach is that equity is intentionally placed at the center of services. Recent reviews underscore that early investment in high-potential, underserved students improves both individual outcomes and system-level innovation (read a medical study about this review here).
For teachers and leaders interested in a talent development-focused gifted program, the next steps are practical:
Audit your current service mix.
Ask whether each program/pathway increases the amount of domain practice, provides coaching, or offers authentic performance opportunities.
Move toward blended models that include in-class differentiation, short-term pull-out for specialized workshops, and long-term mentorship or project pathways.
Document outcomes so the school division can iteratively strengthen the pathways that most reliably produce developed talent.
I wholeheartedly support a talent development approach to serving gifted students as well as all students. What do you think? Does your school division have any talent development efforts going on? Please tell us about them in the comments below. ~Ann
Differentiation in the regular classroom is a foundational component of gifted service delivery. In this approach, the general education teacher adjusts curriculum, instruction, and assessments to meet the needs of learners who are ready for greater challenge. Differentiation can include curriculum compacting, flexible grouping, higher-level questioning, tiered assignments, advanced reading materials, or opportunities for independent study. The Mother of Differentiation is Carol Ann Tomlinson, and I will always remember learning about differentiating content, process, product, and learning environment from her books (here is a seminal article from her and her colleagues from 2003!). There are great images online of her model, too (though I recommend buying one of her books to see the model for yourself).
One way to differentiate content is to compact. Because gifted students often already know some portion of grade-level content, curriculum compacting is an essential strategy. This involves pre-assessing student knowledge, eliminating unnecessary repetition, and replacing mastered content with enrichment or acceleration. When compacting is done well, gifted students spend more time engaging in meaningful, growth-oriented learning rather than completing work they already understand.
Differentiation also supports process and product modifications. Gifted learners benefit from tasks that require analytical thinking, creativity, and problem-solving, as well as products that allow for depth, complexity, and choice. Flexible grouping ensures that gifted students are periodically matched with peers who share their readiness level.
While differentiation is vital, it cannot serve as the only model in a school’s gifted program. Gifted learners often require a combination of services, including cluster grouping, pull-outs, enrichment, or acceleration.
To be honest, differentiation is necessary for ALL students, not just our gifted ones. The strategies will just look a little different based on students’ needs. Differentiation is good, solid teaching. However, it’s really not easy at first. Supporting classroom teachers through professional learning, modeling, and coaching is essential so that differentiation becomes sustainable and effective.
Do you see how powerful differentiation for the gifted can be? What is your favorite differentiation strategy to use with your students? Share it with us in the comments below! ~ Ann
The Schoolwide Enrichment Model (SEM), developed by Joseph Renzulli and Sally Reis, is a flexible and inclusive approach to enrichment that reaches a broad range of students, not only those formally identified as gifted. SEM emphasizes talent development by providing schoolwide opportunities for exploration, skill-building, and independent investigations.
SEM includes three levels of enrichment. Type I experiences expose students to new topics, fields, and ideas through guest speakers, demonstrations, clubs, and exploratory activities. Type II activities build thinking skills, creativity, research techniques, and problem-solving strategies. Type III investigations allow students to conduct self-directed projects on topics of personal interest, often resulting in products or performances intended for real audiences.
One of the strengths of SEM is its focus on developing potential. Instead of restricting opportunities to a small group of students, SEM encourages schools to view talent as something that grows through opportunity, engagement, and support. This aligns strongly with modern talent development frameworks that emphasize nurturing emerging strengths rather than labeling giftedness as fixed.
SEM can be implemented in any school setting and works well when combined with other gifted services such as acceleration or cluster grouping. It is particularly effective in promoting equity because it invites students from diverse backgrounds to explore advanced learning experiences.
During the years 7-9 of my teaching career, I was a Gifted Resource Teacher in an elementary school. I loved that model! I taught pull-out groups with my identified 3rd-5th graders once a week, but then I taught quarterly push-ins with all K-2 classes to teach HOTS lessons (Higher Order Thinking Skills). I also ran enrichment lunches every week for each grade level so that by the end of the year, every single student in the school had attended at least one Lunchtime Learning session in my classroom. I organized open enrollment math competitions, lunchtime chess clubs, and a Schoolwide Enrichment Team full of parents and teachers dedicated to exposing our students to a wide variety of enriching experiences. It was a great model that served all students, including our gifted.
What do you think about SEM? How do you think your students or children would respond to a gifted education and talent development program like this? Please share your comments below. ~Ann
Magnet schools offer specialized programs designed around themes such as STEM, visual and performing arts, world languages, or humanities. These schools attract students with high interest or aptitude in the focus area and often provide enriched, rigorous instruction tailored to the theme. For gifted learners, magnet schools can be powerful talent development environments that nurture both academic growth and deep passion. It’s important to note that not all magnet schools are designed for gifted learners. Examples of gifted magnet schools are the Governor’s School Academic Year Programs in Virginia.
Because magnet schools draw students from across a district or region, they often create a diverse learning community of peers who share similar interests and motivation. This structure offers gifted learners access to advanced coursework, specialized teachers, and hands-on experiences that may not be available in their neighborhood school.
Magnet schools vary widely in how they are designed. Some use selective admissions, while others are open to all students through a lottery system. Regardless of admission model, high-quality magnet programs offer curriculum that integrates enrichment, inquiry, and real-world problem-solving tied to the school’s theme.
For gifted learners, the benefits include increased challenge, stronger engagement, and opportunities to develop expertise. Students often have access to advanced laboratories, arts studios, mentorship programs, or partnerships with universities and community organizations.
Magnet schools do not replace the need for differentiated instruction, acceleration, or enrichment. Instead, they operate as one part of a continuum of gifted services. Strong magnet programs collaborate with gifted coordinators to ensure that student needs are met both within and beyond the theme-based curriculum.
I believe that magnet schools provide a great option for gifted students on the education continuum. Toward the beginning of my career, I spent two years as a 5th grade teacher in an elementary gifted magnet school in Southeast Virginia. I have to say that those were two extremely FUN years of teaching! My students were so motivated, and we were able to learn very complex things at a fast pace in my classroom.
So, what do you think about magnet schools as a service model for gifted students? Share your thoughts in the comments below. I’d love to hear from you! ~Ann
Advanced coursework provides gifted and high-ability students with access to rigorous, above-grade-level study in middle and high school. These programs offer depth, complexity, and preparation for postsecondary pathways. Since there are many forms of advanced coursework, let’s take a brief look at the most popular types: honors courses, Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, concurrent enrollment, and distance or online learning.
Honors Courses Honors classes deepen grade-level standards by increasing pace, breadth, and complexity. These courses challenge students through advanced texts, higher-level problem-solving, and more independent learning. When designed well, honors courses support emerging talent by offering appropriate challenge without the formality of college-level assessments. I love the definition that the Commonwealth of Virginia uses for an honors course (see p. 23 of this document):
“The Code of Virginia defines an honors course as “a course offered to academically advanced students to provide opportunities to study and learn with other advanced students and to accelerate their learning in a specific content area . . . courses are designed to be more challenging by covering additional topics or some topics in greater depth” (8VAC20-160-10).“
Advanced Placement (AP) and International Baccalaureate (IB) AP and IB courses offer college-level content to high school students. AP courses culminate in optional standardized exams that can lead to college credit depending on university policies. IB programs include both individual courses and the full Diploma Programme, which emphasizes global perspectives, inquiry-based learning, and internal assessments. These programs are widely recognized for academic rigor and align well with the needs of advanced learners who thrive when engaged in deep conceptual work.
Dual and Concurrent Enrollment Dual enrollment allows high school students to take college courses and earn both high school and college credit simultaneously (concurrently). Courses may take place at the high school, on a college campus, or online through an established partnership. This model benefits gifted students who are ready for advanced content earlier than what is typical and who need additional challenge beyond what the high school can offer. (here is a comprehensive blog post about Dual Enrollment and the differences between DE and AP).
Distance and Online Learning Online courses expand access to advanced instruction, especially for students in rural areas or small schools. Through distance learning platforms, students can enroll in specialized subjects, AP courses, or university-level classes not available locally. Online learning also supports self-paced progress, allowing gifted students to accelerate or explore advanced topics independently.
Why Advanced Coursework Matters Advanced coursework plays a critical role in preparing gifted learners for college and career pathways. It promotes resilience, independence, and advanced thinking while giving districts scalable options for talent development. For many students, advanced coursework opens doors to future opportunities and fosters a strong academic identity.
So, is advanced coursework a viable option for gifted students? YES, it definitely is! All three of my sons participated in advanced coursework beginning in the 7th grade. My youngest son actually completed the Early College program through the Virginia Department of Education at his high school during senior year. He was able to take five dual enrollment courses (he could have taken more but he was playing spring baseball for his school, so he wanted extra time in his schedule), and all of them transferred to his current college. Thus, he has saved us a semester of college! What do you think? What benefits or drawbacks do you see for advanced coursework with gifted students? Leave your ideas in the comments below. ~Ann
Acceleration is one of the most research-supported methods for meeting the needs of gifted learners. It refers to academic interventions that allow students to move through educational content at a faster pace or younger age than typical. While schools often hesitate to consider acceleration, decades of research consistently support its effectiveness for students who demonstrate advanced readiness. This combined post explores three major forms of acceleration: subject acceleration, whole-grade acceleration, and early entrance.
As a reminder, I covered acceleration back in my #NAGC25 Session Review about subject acceleration. There are pros and cons to acceleration. Just because a 4th grade gifted student is working on algebraic problem solving on a computer-based program like IXL, that doesn’t mean she is ready to take Algebra I in 5th grade! There are 20 different forms of acceleration, so school teams must carefully weigh if acceleration is needed to meet the gifted student’s needs, and, if so, which form of acceleration would be best. For a great discussion about what we know and don’t know about acceleration, see NAGC’s Position Statement about Acceleration from May 2025.
Subject Acceleration Subject acceleration occurs when a student advances to a higher grade level for a specific subject area, such as math or reading. This option is ideal for students who show deep strength in one domain but not necessarily across all subjects. Subject acceleration allows students to learn alongside peers who match their intellectual readiness without requiring full grade advancement. It can be implemented through scheduling adjustments, online coursework, or flexible grouping across grade levels. For many students, this is the simplest and most effective form of acceleration because it is highly targeted and immediately responsive to demonstrated mastery.
Whole-Grade Acceleration (Grade Skipping) Whole-grade acceleration advances a student to the next grade level entirely. Contrary to common myths, research shows that students who are carefully selected for grade skipping generally adjust well both academically and socially. They also tend to maintain long-term academic benefits such as increased challenge, higher engagement, and advanced opportunities later in school. Tools like the Iowa Acceleration Scale support teams in making thoughtful, data-based decisions about readiness for grade skipping.
Early Entrance Programs Early entrance allows exceptionally advanced students to begin kindergarten, college, or specialized programs before the typical age. Early entrance can be an excellent fit for students who demonstrate strong academic skills, maturity, and readiness for more advanced learning environments. Universities and specialized schools often have structured early entrance programs that include advising, transitional supports, and counseling resources. A very common form of early entrance is Dual Enrollment classes for college.
Why Acceleration Matters Acceleration respects student readiness rather than holding students back based on age. It supports motivation, academic growth, and talent development by ensuring that gifted students encounter appropriate levels of challenge. While acceleration is not the right option for every gifted learner, it remains one of the most consistently effective tools in a district’s continuum of services.
So, do you have experience with acceleration for gifted students? If so, share your experiences and feeling about acceleration with us in the comments below! I’d love to hear from you! ~Ann
Self-contained classrooms bring together gifted students full time with a teacher who is specifically trained to meet their advanced learning needs. This model is designed for students who require a consistent level of challenge that exceeds what can reasonably be provided in the general education setting.
Because all students in the classroom are working at advanced levels, teachers can adjust pacing, depth, and complexity without the constraints of whole-class grade-level instruction (though even among a classroom full of gifted students, teachers must still differentiate). Curriculum can be compacted, enriched, and accelerated across all subjects. Many self-contained gifted programs incorporate problem-based learning, interdisciplinary studies, creative thinking tasks, and opportunities for independent investigations.
Self-contained gifted classrooms create a community of intellectual peers where students can feel understood, challenged, and supported. For many students, this environment improves motivation, engagement, and self-concept related to learning. It can also provide important social-emotional benefits for students who thrive when surrounded by peers with similar interests and thinking patterns.
However, this model requires thoughtful student selection processes, ongoing evaluation, and skilled teachers. Schools must ensure that placement decisions reflect readiness and need rather than parental pressure or perceptions of prestige. Additionally, the curriculum must remain dynamic so that gifted students continue to experience meaningful growth rather than simply being “busy” with enrichment. Self-contained classrooms can be a viable gifted programming option for students who demonstrate consistently advanced mastery across subjects (see this link to an abstract about a study done on this service model).
I used to teach self-contained gifted students in a gifted magnet school and in a school-within-a-school model (SWS). It truly was an amazing teaching and learning environment! A big downside to this service option is the cost of the program. Having a separate magnet school full of self-contained gifted students is expensive. It is also expensive in a SWS model since the gifted teacher often does not teach all subjects for the grade level; many models like this provide self-contained gifted classes for math and/or English, for example.
In any event, what do you think about self-contained gifted classes as a delivery of service model? Share you ideas in the comments below! ~Ann
Teaching for Talent 