Which practice is research-supported for gifted instruction?

• A. Emphasizing drill and practice on standard content
• B. Providing opportunities for complex, high-level thinking and open-ended problems
• C. Removing GT instruction from the regular classroom
• D. Using passive lectures exclusively

Answer: (D)

Focusing on complex, high-level thinking and open-ended problems is what research-supported gifted instruction emphasizes. When gifted learners are challenged with tasks that have depth and ambiguity, they must plan multiple approaches, justify their reasoning, and explore inventive solutions. This kind of engagement fosters creativity, strategic thinking, and the ability to transfer learning to new contexts, which aligns with how advanced learners benefit most.

Drill and practice on standard content tends to lock learners into repetitive procedures without requiring advanced reasoning, so it doesn’t meet the enrichment needs of many gifted students. Removing GT instruction from the regular classroom reduces access to tasks that match their readiness or provide necessary acceleration. Relying on passive lectures exclusively fails to actively engage higher-order thinking or provide opportunities to develop complex problem-solving skills.

In short, the most effective approach is presenting opportunities that demand complex thinking and open-ended exploration.