Giftedness

Giftedness

The understanding of giftedness in education has been shaped by two parallel theoretical approaches: one focusing on identifying giftedness (gifted child) and the other on supporting talent development. Modern education emphasizes the latter, which suggests that high abilities are merely potential that requires supportive internal (gifted behavior) and external (environmental) factors for realization.

In Estonia, giftedness is defined as an individual’s extraordinary developmental potential, which may emerge at different ages and requires an appropriate developmental environment for realization. This environment should support the individual’s innate abilities, creativity, acquisition of knowledge and skills, and visible achievement in one or more socially valued fields (Sepp et al., 2024).

Gifted Behavior

The term gifted behavior, introduced by leading gifted education researcher Joseph Renzulli, emphasizes that giftedness is not just about being naturally talented in one or more areas. Instead, it results from a combination of above-average abilities, creativity, and motivation. Studies show that giftedness in children is often seen through their actions—how they engage with learning and interact with the world around them. Experts widely agree that gifted behavior is not only something a child is born with but also something that can be nurtured and developed.

Schools can encourage gifted behavior by differentiating learning content, methods, and outcomes to match students’ strengths and interests. This means offering flexibility, choice, and meaningful intellectual challenges. Research shows that using gifted education strategies benefits all students, not just those who excel beyond their peers in a specific area.

As a result, the concept of giftedness has become more inclusive—every child has the potential to develop gifted behavior. By recognizing and nurturing their unique strengths, children gain the skills and confidence to pursue their goals and dreams, leading to personal growth and fulfillment.

Gifted Learner

A learner is considered gifted when they show exceptional strengths in a particular area compared to their peers, struggle to find enough challenge in the standard curriculum, or have already mastered the skills and knowledge being taught. To help gifted learners continue to grow and thrive in school, they need tailored instruction that meets their unique needs.

The role of schools in supporting gifted learners is clearly defined in Estonia’s official definition:
A gifted learner outperforms peers with similar backgrounds and learning environments, showing higher cognitive abilities, creativity, and exceptional potential for development. To nurture their motivation, overall growth, and ability to reach their full potential, schools must adapt the curriculum, teaching methods, or learning structure—or make adjustments in multiple areas at once (Sepp et al., 2024).

Supporting Giftedness at SädeTERA

At SädeTERA, our goal is to create a learning environment that nurtures every student’s motivation and growth. To achieve this, we differentiate the curriculum, teaching methods, and learning structure based on proven educational models. These include Renzulli and Reis’ Schoolwide Enrichment Model, Renzulli’s Multi Menu Model, Tomlinson et al.’s Parallel Curriculum Model, and Betts and Kercher’s Autonomous Learner Model, all of which we have adapted to fit the Estonian education system.

We support gifted development through a structured three-tiered approach:

Tier I: Supporting the strengths of all students through differentiated daily learning activities. In addition, our curriculum includes project-based lessons, where each SädeTERA student spends time every week exploring a personal interest or strength-related project. Through these in-depth projects, students learn to set goals, stay focused, commit to their work, and recognize the link between effort and success. This approach helps all SädeTERA students develop gifted behaviors.

Tier II: Students who demonstrate higher ability in specific subject areas compared to their peers and require more challenging learning experiences participate in pullout lessons once a week. These lessons provide valuable opportunities for collaboration among students with similar interests and abilities, offering advanced content and fostering both teamwork and academic skills. Pullout lessons take place during regular school hours, replacing scheduled classes. This approach makes the school day more meaningful for gifted learners and ensures that their time is valued.

Tier III: SädeTERA provides individualized support (e.g., personalized curricula, accelerated learning, and mentorship) for exceptionally gifted students who may not have an appropriate peer group or for whom group-based learning is not a suitable approach.

SädeTERA aims to offer all students the opportunity to discover and develop their strengths and interests. By providing greater freedom of choice and learning experiences tailored to their abilities, we nurture the development of gifted behaviors. Engaging deeply with areas of interest helps students learn to set goals, focus, commit to their work, and recognize the connection between perseverance and success.