ABSTRACT
This chapter introduces the purposes and processes aligned to curricular tasks identified as pedagogical tools that are designed to stimulate behaviors to promote the comprehension and demonstration of the traits that identify young students as advanced or gifted learners. A primary objective of this approach to the identification of young advanced or gifted learners is to provide “intellectual equity” or the opportunities to initiate the identification of abilities of students in the early years without reliance on standard measures that have the possibility of excluding students of diversity, The pedagogical tools or curriculum tasks are focused on the areas of curiosity, creativity, problem solving, and word meaning. The pedagogical tools are integrated into the curriculum to enable young students to engage in learning experiences that promote the exhibition and recognition of the traits aligned with being an advanced or gifted student. The pedagogical tools are related to the concept of “teaching for opportunity” or the philosophical and pragmatic approaches to structure learning environments that provide all students opportunities to experience and demonstrate their potential. The pedagogical tools are defined and described as curricular tasks and instructional strategies to be included within all features of a lesson or unit of study (motivation, introduction, application, practice, transfer, and individualization).
