Reflective Practices
Reflective practice helps teachers critically assess their instructional approaches to identify areas of success and improvement. For GT teachers, reflection is especially important because these learners often present unique profiles that include asynchronous development, advanced cognitive skills, and distinct socio-emotional needs (Pfeiffer, 2017). By engaging in systematic reflection, teachers can determine whether differentiation strategies, such as enrichment or curriculum compacting, are meeting learner needs or require adjustment.
Self-Reflection: Journals, structured prompts, or digital portfolios allow teachers to analyze their assumptions and instructional approaches. This practice can also help educators uncover biases that contribute to the underrepresentation of culturally, linguistically, and economically diverse (CLED) students in gifted programs (Ford, 2018).
Peer Reflection and Collaboration: Working with colleagues and specialists creates opportunities to share strategies and challenges. Collaborative reflection strengthens instructional practices by building professional learning communities that focus on differentiation and enrichment (Worrell et al., 2019).
Student-Centered Reflection: Seeking feedback from GT learners provides insight into whether students feel challenged, engaged, and supported. Incorporating student perspectives ensures that instruction aligns with their advanced learning needs and fosters autonomy (Moon, 2019).
