I always laugh when I read or hear about a homogeneous group of gifted students . . . I have yet to find one, though I taught a "homogeneous" class of gifted learners in an Advanced Academic center in Fairfax County and then completed a practicum working with "homogeneous" groups of students in a pull-out program. All people, gifted kids included, are marvelously unique. Good instruction takes unique factors such as strengths, weaknesses, interests, learning preferences, and personality factors into account.

The first step in responding to students is knowing them well. I had the pleasure of completing several assignments during my program that allowed me to get to know students well and consider how best to respond to their individual needs.
Interview with a highly gifted girl
I interviewed a former student of mine. She was insightful and thoughtful about her learning preferences and interests. While she is enrolled in a challenging program and has a home life filled with intellectual stimulation, I did provide some suggestions for additional interventions, including finding a mentor to help her develop her considerable writing talent.

Case study of a gifted boy
In this case study I observed and analyzed the overexcitabilities (OEs) present in a particularly bright and active young man. I suggested interventions to help him experience greater success at school. The most powerful intervention, however, would be an appropriately challenging curriculum all day.

Program plan for gifted writers
For my program planning course, I surveyed my practicum students and created a plan for a writing club that would meet during a study hall period during the school day. These kids were avid creative writers and would have benefited from more focused talent development in this area.