Author:

Keywords:

adaptive competence, constructive, self-regulated, situated and collaborative learning, powerful learning environments, gifted education, high ability students Introduction, Social Sciences, Education, Special, Psychology, Educational, Education & Educational Research, Psychology, constructive, self-regulated, situated and collaborative learning, high ability students, CLASSROOM, TIME, 1303 Specialist Studies in Education, 1399 Other Education, Education, 3903 Education systems

Abstract:

This article argues that research and educational practices relating to gifted students can highly benefit by linking up more closely with the mainstream of research on learning and instruction. The CLIA-model for the design of powerful learning environments that consists of four interconnected components (Competence, Learning, Intervention, and Assessment) is thereby used as a framework. The kind of learning processes needed to acquire adaptive competence are well in tune with features of exceptional performance, namely active, constructive, self-regulated and goal- oriented learning. Therefore gifted students should be taught in powerful learning environments that induce in them learning processes that embody those characteristics. Interventions focused on gifted students such as acceleration, grouping and differentiated instruction can benefit from taking into account the components and characteristics of the CLIA-model.