Abstract
The Dynamic Scaffolding Model (DSM) of teacher development is proposed as a good way to meet gifted learners' exceptional learning needs while remaining consistent with current educational realities and research. Using an implementation experience as an illustration, we examine how a gifted education consultant can support teachers in addressing the diverse educational needs of high-ability learners in their classrooms, as well as encouraging high-level outcomes in learners not identified as gifted, leading to classrooms that are more engaging for both students and teachers. In this model, teachers are given opportunities for scaffolded learning and interaction in the form of (a) a series of optional professional development workshops on giftedness, (b) ongoing and targeted individual consultation opportunities, and (c) diverse professional liaisons. We compare the DSM with other resource consultation models, and we discuss characteristics identified by participating teachers as important in their work with gifted learners and others.
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