As part of their involvement in a continuum of learning opportunities gifted learners transition within and across classrooms, schools and communities. It is important to remember that there are three parties involved in the learning of gifted learners; the learner, their parents/whānau and the teacher(s).
A transition process that actively involves the key stakeholders (gifted learner, their parents/whānau and teachers and staff of the relevant schools) is conducive to learners’ needs being identified and subsequent provisions to meet these needs being implemented in a coherent, responsive and inclusive manner. Successful transitioning ensures seamless learning pathways for gifted learners.
For each transition, there needs to be a coherent process to ensure that the needs of the gifted learner continue to be identified and successfully provided for. One of the most important components of the transition process involves key stakeholders building relationships and developing a shared understanding of giftedness, the needs of the gifted learner and the appropriate provisions to meet these needs. This ensures that a responsive approach will be undertaken to recognise, value and develop the gifted learner’s potential and performance.
These shared understandings can be developed if:
To support the successful transitioning of gifted learners, contributing schools can communicate information to receiving schools in the following ways:
Class-to-class transition within schools
Just as it is important to transition learners between schools, individual teachers need to focus on transitioning gifted and talented learners between classes. Croft (2003) believes that gifted learners are ‘more profoundly affected by the interactions they have with teachers compared to other students’, which can make the transition between classes difficult.
Kesner (2005) states that ‘an effective teacher must recognise the gifted child’s unique abilities and needs and provide the appropriate curricula challenges along with the appropriate affective environment’ (p. 222). The American National Association for Gifted Children suggests that for a teacher to be considered highly successful in working with gifted learners, they:
Placing gifted learners with teachers who demonstrate these attributes enhances seamless learning pathways. It is important that class placement of gifted learners is considered based on their academic and social/emotional needs. The personality of the learner and the teacher need to be taken into account, especially in primary or intermediate schools. In secondary schools, pastoral care networks should be utilised to help support learners through transitions.
Schools can create a shared understanding of giftedness and promote successful transitioning within their own environment in the following ways:
As gifted learners transition between at least two (sometimes more) programmes of learning, perhaps in different locations and with different learners and teachers, the experience can be unsettling. It is important that strategies be put in place to support learners in their different worlds of learning and as they travel between them. As there is very little theory or research that helps us understand these unique transitions, specific to gifted learners in out-of-school provisions, general principles and practices need to be adapted for this situation. For transitions to be smooth, the processes of decision making and linking provisions should be carefully considered.
The following suggestions can help learners to transition successfully between programmes and learning environments:
Visit the new venue, to meet teachers or to observe the programme. The external providers can develop and implement induction programmes for the learners, their parents/whānau and teachers. Establish transparent expectations – for example, are learners expected to make up missed classwork or are they given the chance to complete alternative activities linked to their out-of-class learning? Establish transparent aims so that all key stakeholders know why the student is participating in the programme and what the learning outcomes will be. Share information with key stakeholders about what is happening in the programme so that explicit links can be made to the regular classroom provision. Review the transition by talking with parents/whānau, learners and teachers. This can help validate the student and their achievement in these other programmes. It should be noted that consequences imposed in response to any difficulties experienced in classroom learning need to be considered carefully. Sometimes attending a special programme is seen as a reward that can be taken away as a punishment for poor behaviour or failure to complete work in the regular classroom. However, the opportunities provided in these programmes are often an important component of an effective educational learning pathway for gifted learners – they are not a ‘reward’. Any consequences or actions related to non-performance of gifted learners needs to be driven by understanding their reasons for underachievement or poor behaviour.
The transition from secondary school to tertiary study or employment is an exciting but potentially scary time for gifted learners. Many gifted learners can become very frustrated halfway through Year 13, as they are ‘desperate’ to get out into the ‘real world’. Others may become extremely anxious if they do not have a plan for their life and are overwhelmed by the many options available to them.
Some learners may have already started university courses while still at secondary school, through concurrent enrolment schemes. This can be a good option for learners who do not feel ready to leave school but are seeking more challenge.
While the university entrance age in New Zealand is 16, it is important to note that some universities accept learners aged under 16. You can read more about this and the different entrance criteria on the TKI Early entrance page.
A number of different pathways are available to gifted learners who are leaving school. They could look into what Scholarships are available, both in New Zealand and overseas, along with Māori future makers and other resources on the TKI Career opportunities page.
Learners can use their school’s Career Advisor to help them decide which of the many courses available are right for them, including those within vocational pathways. Career Advisors have the most up-to-date information and can help guide a student in their decision making, based on their skills and passions and their aspirations for the future. Websites provide opportunities for learners to access further information and learners can use social media to ask for the advice and opinions of learners who are currently attending courses.
Gifted learners may wish to look at the employment market, trends and the different jobs available and what qualifications are needed required to enter into these and their associated career pathways. See the following for more information:
Many gifted learners feel they are not yet ready to enter into formal study and instead would like to gain more life experience. This could take the form of a working holiday, an internship or a volunteer experience. ‘Gap years’ can help learners decide on a career pathway and can strengthen their passions through allowing them to have new experiences in a variety of fields or situations. Volunteer experience can provide gifted learners with opportunities to contribute in ways that make a difference in the world.
See the following for more information:
Gallagher, G. (2008).
(Council for Exceptional Children)
Teachers transitioning between classes Carlyon, T. (2013).
PDF, 1.69 MBGifted children’s relationships with teachers
PDF, 141.09 KBRutherford College Gifted and Talented Overview of Identification Process. Ministry of Education (2012).
PDF, 187.62 KB
