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Musically, it can be difficult to differentiate between the students who are gifted technically (and usually aurally) and those who are gifted theoretically. Some students have an excellent ear, and I will take them aside and let them know that I recognize their ability to figure out music, find their pitch and notice when others are not on pitch. Other students who can read music and are learning to play an instrument and know a lot about music theory will always be absorbing theory as we learn music, and I will offer them other questions to see how they are progressing 

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Musically, it can be difficult to differentiate between the students who are gifted technically (and usually aurally) and those who are gifted theoretically. Some students have an excellent ear, and I will take them aside and let them know that I recognize their ability to figure out music, find their pitch and notice when others are not on pitch. Other students who can read music and are learning to play an instrument and know a lot about music theory will always be absorbing theory as we learn music, and I will offer them other questions to see how they are progressing 

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Higher connections- for students who "have finished their essay" the idea that they can test their thesis outside of the work and make higher connections to strengthen their idea.

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Allowing individual environments within my classroom to calm the sensitivities they may have with noise, space, position, etc.

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Allowing for choice of subject as well as the way to share information with the teacher and the class

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Requiring students to reach out to experts in a field to deepen their overall learning and the opportunity for authentic feedback.

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Often I have students who finish things early or already know the concepts that I am teaching. I give them a learning canvas in a folder and have them choose a topic that they can create/experiment/research. They create their goal and come up with a plan (stickies) to make it happen. I also use a chart called burning questions. Anyone who finishes early can add a burning question or answer someone else's burning question. They might want to research more about something we are learning about, extending their learning.

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I have a classroom set up for one of my Independent study seniors. Any student in any class that may be reaching for more challenging ideas I have them join the Independent study classroom and choose one of the projects listed, watch the slide show, read project criteria and create an artwork based on whats provided.

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In all my classes, I often use the jigsaw puzzle model in which a student researchs a topic and then presents his/her knowledge to the class. In this way, each student's presentation is geared towards their own interested and done at different levels of ability.

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In all my classes, I often use the jigsaw puzzle model in which a student researchs a topic and then presents his/her knowledge to the class. In this way, each student's presentation is geared towards their own interested and done at different levels of ability.

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Allowing for presentations in multiple formats so a student can shine in the area they are most gifted in.

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Providing prompts for students to enable them to access assignments according to their ability.

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Depending on the subject, I would see what we are studying and try to give them challenges that they may have to think outside the box, but with the same type of concept.  I do try to see what the students are into and give them things that they enjoy to do, but that will allow them to grow.

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I am always researching how you can "one-up" a particular dance technique. Example: cartwheel - one handed cartwheel - spring-up cartwheel - one handed spring up cartwheel - aerial

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Students should be given the opportunity to present information in a manner that is easiest for them.  Often times these students fall off the presentation wagon, especially if the presentation is "written".  Many 2E students have some sort of dyslexia/dysgraphia that makes it difficult to present material in a written format. If a student has the option for presentation, perhaps they will be more inclined to present better information or whatever is required.

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Choice research topics.

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Change the project rubrics and/or assignments to make it more complex tasks for outliers.
Interest-based independent study.
Having more challenging projects and tasks available in Google Classroom for daily lessons that these students have already mastered.

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Create a pre-test for each unit and give it to the student. If the student gets high grade, put him/her on a "fast track" where they go back and practice concepts they missed.

Or have them work on an ongoing project that challenges them when they have already finished their regular work.

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Give them an interest survey at the beginning of the year.  Then, use that information to create special idependent studies for them.  Or, design station activites that include those interests.