How motivational teaching styles support gifted students

In a previous blog post, we discussed that teaching gifted students requires not only specific adjustments to the curriculum, such as differentiation and authentic learning experiences, but also a motivating teaching style that addresses their unique needs. Gifted students often need a challenging learning environment that aligns with their abilities and interests. Without sufficient challenge, they may become bored or frustrated. Self-Determination Theory (SDT) provides a valuable framework for understanding how teacher behavior can enhance students' motivation and well-being. In this article, we combine insights from our earlier post with recent findings on motivating teaching styles, highlighting how autonomy support and structure are crucial elements for effectively guiding gifted students.

Autonomy support and structure: the balance for gifted students

The Self-Determination Theory (SDT) suggests that students thrive when their psychological needs—autonomy, competence, and relatedness—are met (Ryan & Deci, 2017). For gifted students, as well as others, autonomy support and structure are crucial. Autonomy support involves teachers offering choices, listening to students’ interests, and encouraging them to take responsibility for their learning process. Structure, on the other hand, means that teachers set clear expectations, provide guidance, and equip students with strategies to succeed.

Research shows that gifted students benefit from autonomy support, as it helps them pursue their own learning goals and develop their creativity (Hornstra et al., 2020). At the same time, structure is essential to help them organize complex tasks and tackle them effectively. This balance prevents autonomy from tipping into chaos, where students might feel lost in an overly open learning environment.

Teachers often adapt their approach based on what they believe a student can handle and needs. Research shows that teachers tend to be more autonomy-supportive toward gifted students but provide less structure, possibly assuming these students are more independent (Hornstra et al., 2020; Sypré et al., 2023). However, it is crucial to continue offering structure to gifted students, as it helps them navigate complex tasks and uncertainties.

Autonomy support in education for gifted students

Gifted students thrive best in a learning environment that allows them the freedom to shape their own learning process, as highlighted by Kanevsky (2011). Autonomy support is essential in this context. This approach focuses on offering choices, aligning with students' interests, and encouraging independence. Here, we explore how different aspects of autonomy support contribute to motivating and supporting gifted students.

1. Freedom of choice: deciding what and how to learn

Freedom of choice is a key aspect of autonomy support. Gifted students often have strong preferences regarding how they learn and what they want to explore. By allowing them to choose the topics they study and how they present their work, they become more engaged in the learning process. For example, students might choose to create a presentation, complete a creative assignment, or undertake a research project. This freedom not only enhances their motivation but also helps them tailor their learning experience to their unique interests and talents.

2. Connecting with interests: engaging learning

Tapping into students' personal interests is a powerful way to enhance their engagement. For instance, if a student is passionate about environmental conservation, a realistic assignment on environmental issues can motivate them to fully immerse themselves in the topic, which Callahan et al. (2015) highlight as a highly effective approach. By using students' interests as a starting point, they feel acknowledged and encouraged to bring out their best. This not only enhances learning but also fosters intrinsic motivation for future education.

3. Encouraging independence: taking control of their own learning

Independence is a key aspect of autonomy support, especially for gifted students who often thrive when given the space to set their own learning goals and monitor their progress. Many of these students enjoy working independently and benefit from the freedom to direct their own learning process. This practice, also known as self-regulated learning, is identified by Mooij (2013) as a critical skill that can be nurtured from an early age. By making them responsible for their projects—such as researching a historical figure or devising solutions to a societal issue—they gain a sense of ownership over their learning. This not only boosts their confidence but also equips them for lifelong learning.

4. Open-ended assignments: creative thinking and unique solutions

Gifted students often thrive on open-ended assignments that allow for multiple possible answers (Kanevsky, 2011). These tasks give them the opportunity to think creatively and develop their own solutions. For example, an assignment could challenge students to propose ideas for improving traffic safety in their neighborhood. This freedom encourages critical thinking and motivates students to share their unique perspectives.

Providing structure: an often overlooked aspect for gifted students

Structure is an essential element for motivating and supporting gifted students in their learning process. By offering clear guidelines and targeted support, teachers can create a learning environment where these students can fully realize their potential. Below, we explore the key aspects of providing structure.

1. Setting clear expectations

One of the most effective ways to provide structure is by setting clear expectations. This means that, as a teacher, you communicate from the outset exactly what is expected of students. For example, outline the steps required to successfully complete an assignment and specify the criteria by which their work will be assessed. Additionally, for gifted students, it is particularly important to emphasize the purpose of the assignment and explain its relevance. Without this clarification, they may perceive the task as unnecessary or superficial, which can negatively impact their motivation and engagement. Highlighting the meaningfulness of the assignment encourages them to approach it with greater enthusiasm and commitment, enhancing their learning experience. Moreover, this approach helps them see the bigger picture and make connections, aligning with their need for intellectual challenge and meaningful learning.

2. Providing step-by-step guidance

When tackling challenging tasks, it’s essential to guide students through the process step by step. This may involve breaking the assignment into smaller, manageable parts and providing support at each stage. For typically developing students, this guidance often focuses on building foundational skills and fostering confidence in their approach. For gifted students, however, the emphasis shifts to structuring complex information and avoiding feelings of overwhelm due to the scope or difficulty of the task. For example, when a gifted student is preparing a presentation, it can be helpful to collaboratively select relevant information, create a logical structure that does justice to their in-depth insights, and practice presenting complex ideas clearly and concisely. By offering guidance tailored to their level and needs, you not only help them achieve their goals but also enable them to make the most of their exceptional abilities without getting lost in the details.

3. Monitoring progress

Regularly tracking students’ progress is another key element of providing structure. This can be done through brief check-ins, where you ask how far along they are with a task and discuss any challenges they might be facing. For gifted students, this is especially important due to the unique challenges they often encounter. For instance, they may tend toward perfectionism, getting lost in details and losing sight of deadlines. They might also underestimate the complexity of tasks, allocating insufficient time to more demanding components. Additionally, gifted students may struggle to ask for help, as they are often accustomed to working independently. Feedback that addresses these specific challenges not only keeps them on track but also helps them develop effective strategies and recognize potential pitfalls early on.

4. Providing feedback

Positive and constructive feedback is a powerful tool for supporting students in their learning process. For gifted students, it is particularly important that feedback is specific and informative. For example, don’t just say that a presentation was good; explain what made it good and how it could be even better. This not only provides them with recognition but also equips them with the tools to grow further. Additionally, process-focused feedback contributes to the development of a growth mindset in gifted learners. By emphasizing the learning process rather than just the outcome, they understand that mistakes and challenges are valuable steps in their development. This helps them build resilience when faced with setbacks and encourages them to focus on continuous improvement rather than merely striving for perfection.

5. Creating a safe and predictable learning environment

Structure also means ensuring that students feel safe and comfortable in their learning environment. This can be achieved by introducing routines, such as designated times for assignments, group work, or class reflections. For gifted students, it is particularly important that they know what to expect, allowing them to fully focus on their learning without being distracted by uncertainties.

Conclusion

Providing autonomy support and structure is the key to effectively guiding gifted students. Autonomy support offers them the freedom and space to grow in ways that align with their personal interests and learning needs. By focusing on choice, independence, and open-ended assignments, teachers can create a learning environment where these students feel motivated and successful. At the same time, structure provides the necessary framework to help them achieve their learning goals. Clear expectations, step-by-step guidance, regular progress monitoring, targeted feedback, and a predictable environment enable students to learn effectively and build a sense of competence. This combination of autonomy and structure not only enhances academic performance but also fosters stronger intrinsic motivation and deeper engagement in the learning process. With this approach, teachers can create an environment where gifted students truly thrive.

References

• Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting the effects of an integrated curricular/instructional model for gifted students. American Educational Research Journal, 52(1), 137-167. https://doi.org/10.3102/0002831214549448

• Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. A. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 1-13, Article 101871. https://doi.org/10.1016/j.lindif.2020.101871

• Mooij, T. (2013). Designing instruction and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17(6), 597-613. https://doi.org/10.1080/13603116.2012.696727

• Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299. https://doi.org/10.1177/0016986211422098

• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publications.

• Sypré, S., Waterschoot, J., Soenens, B., Verschueren, K., & Vansteenkiste, M. (2023). Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness. European Journal of Psychology of Education, 39(2), 999–1025. https://doi.org/10.1007/s10212-023-00716-2

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