Pedagogical technologies for working with gifted students

Creating conditions that ensure the identification of gifted children with the subsequent development and realization of their potential is one of the priorities in modern educational conditions. The difficulty of solving these problems is largely due to the lack of uniform methods for identifying giftedness, as well as difficulties in organizing the educational process for such children. The pedagogical community agrees that the peculiarities of the intellectual development of talented students make it necessary to reach a qualitatively different level of teaching, which involves not just the assimilation of information, but the manifestation of the intellectual initiative of students. The emphasis in the professional activity of a teacher when working with such students shifts: here it is necessary not to impart knowledge, but to organize educational activities in a new way. We are talking about the transition from the organization of the traditional educational process to the design of a new educational environment for such a student, in which it will be possible to build an individual educational trajectory. The purpose of such teaching is to provide favorable conditions for the development and improvement of the types of gifts inherent in these students. The paper describes the experience of introducing a number of pedagogical technologies into the educational process, which are based on the basic principles and strategies for teaching gifted children. This was aimed at organizing the educational activities of students with signs of giftedness, taking into account their individual characteristics and made it possible to provide a personal pace of learning and, in part, an individual trajectory for students with signs of academic (mathematical) giftedness. A comparative analysis of the training results of two focus groups showed the effectiveness of using such technologies.