Developing the metacognitive skills of academically gifted students in mainstream classrooms

The overwhelming majority of academically gifted students attend regular schools and classes, but teachers often do not know how to adapt their classroom practices to accommodate them. This article describes a teaching model, Process‐Based Instruction (PBI), that is applicable to all mainstream classrooms containing students who have diverse skills and abilities. PBI enables teachers to individualize instruction by involving all students in the teaching and learning process through the development of plans for curriculum and learning activities. When PBI is used in the classroom gifted student are able to contribute to lessons and activities and work at their own pace and level under teacher supervision.