ABSTRACT
The adoption of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) has significant implications for teachers, particularly teachers of the gifted. Although both sets of standards call for general education teachers to recognize and address student learning differences and to incorporate rigorous content and application of knowledge through higher order thinking skills, they bear no obvious connection to the field of gifted education. With the national focus on the CCSS and the newly released NGSS, it is imperative to address how teachers of the gifted can deliver the goods without compromising content, knowledge, and skills. To add complexity for gifted students, the teacher could ask advanced learners to demonstrate pushes or pulls that consider relative strengths and different directions at the same time. The number of strategies that teachers can use to implement and support the new standards for advanced learners at all stages of development.
