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As artificial intelligence (AI) becomes more integrated into education, the ability to craft precise prompts, or “prompt engineering,” takes on new importance. Gifted students, with their natural creativity, analytical skills, and ability to connect ideas across disciplines, are well-positioned to excel in prompt engineering. Through specific questioning and follow-up prompts, gifted learners can deepen their engagement with AI, improving the quality and relevance of AI-generated responses. The introduction of models like CRAFT and strategies such as prompt chaining and flipped interaction patterns empower students to optimize their AI interactions, thus enhancing both their learning and problem-solving capabilities.
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Del Siegle presents his presidential address to the National Association for Gifted Children. In his address, he makes several recommendations for members of the field of gifted and talented education to stand up for gifted education. The recommendations are to do a better job of defining giftedness, talking with children about their giftedness and to be cautious in trying to predict future giftedness. He suggests that it is less difficult to identify students with exceptional skills and talents and provide learning opportunities for them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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The National Association for Gifted Children (NAGC) periodically issues position papers that deal with issues, policies, and practices that have an impact on the education of gifted and talented students. When a need for clarification arises on a particular issue, policy, or practice, NAGC assembles a task force of experts, which in this case was the Gifted Terminology Task Force. This task force was formed in 2008 and collaborated to craft a position paper to represent the official convictions of the NAGC organization and to provide guidance for individuals working with gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, or in actual achievement in a domain. As individuals mature through childhood to adolescence, however, achievement and high levels of motivation in the domain become the primary characteristics of their giftedness. Various factors can either enhance or inhibit the development and expression of abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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