Design & Provide

Responsiveness

Responsive learning environments are physically, socially, emotionally and culturally responsive to the identities of learners. More importantly, responsive classrooms are warm, accepting, respectful havens in which learners are free to be themselves, to trust one another and to accept individual differences.

A responsive learning environment approach, in which rich and stimulating learning experiences can take place, helps to challenge gifted students and to ensure that their special abilities are nurtured, developed, and recognised. The term culturally responsive environment approach reflects the importance of being responsive to the strengths and needs of all gifted students, including those whose cultural background differs from the majority culture of the school (MoE, 2012, p. 79).This process includes consideration of physical spaces and social-emotional spaces. 

Below are some factors kura/school can explore as they develop responsive learning environments for gifted learners based on the characteristics of Cathcart’s (2005, p. 27) ‘invitational environment’:

• Are learners actively engaged in learning?

• Are they talking, making, thinking, exploring, experimenting – doing?

• Are learners exposed to a wide variety of learning experiences?

• Are learners taught concepts and skills using multidisciplinary or integrated approaches?

• Are learners given choices in learning?

• Are learners asked open-ended questions?

• Are learners provided with a variety of resources for learning?

• Are the diverse abilities of learners valued?

• Are learners able to take intellectual and creative risks?

• Are learners encouraged to be original and think divergently?

• Are learners given time to complete tasks or projects of interest, even if it clashes with routines, timetables, schedules?

• Are the ideas, opinions and experiences of learners valued?

• Are learners engaged in conversation, discussion, dialogue with me?

• Are learners involved in planning and evaluating their learning?

 Cathcart, R. (2005). They’re Not Bringing My Brain Out (3rd ed). Auckland, New Zealand: Hodder Education.