ABSTRACT
The process of educating a gifted student is as involved and complex as the daily interaction of a bustling marketplace on a busy day. The classroom teacher is working with an ever increasingly diverse population. Each student comes with more variance in culture, learning style, social maturity, and academic readiness. One provisional service to meet in differentiating the process for gifted learners is to change their environment and place them in a resource classroom or to serve them through pull-out classes. The Munich Model of Giftedness discusses the interaction of personality characteristics, environmental conditions, and individual ability. Examples of individual ability come from four domains—three of which are described as global: perception, cognition, and physical. One of the greatest challenges that the classroom teacher has in developing the classroom environment is that in many cases the environment outside the classroom is not conducive to academic achievement.
