It is clear that learning pedagogy is not a one size fits all exercise and strategies must be catered to each student’s unique needs (Robinson, Shore & Enersen, 2006). When approaching a gifted student in the classroom educators may begin by brainstorming ideas for research topics and real-world application. Brainstorming stimulates critical thinking and ignites a student’s creative juices. Once completed educators can collaboratively form a learning goal and appropriate learning expectation. Additionally, educators may provide a resource center to encourage higher-level thinking and schedule meetings to monitor progress (Robinson, Shore & Enersen, 2006). It is important to create assessment tools with the students so they are able to express their skills through formal and informal assessment. As the student progresses they will reflect on feedback to greater their chances of academic success. These goals may not only reside as academic but can be goals in executive functioning, life skills, and social support (ie. to improve self-awareness of their needs as a gifted learner) (OME, 2013). Below are various ways to support in each sector (Robinson, Shore & Enersen, 2006)