Curriculum For Gifted Students

In addition to program modifications and additions for gifted learners, differentiating in the curriculum is necessary as well.

One caveat for curriculum differentiating is taking care not to give gifted students extra work. The modifications made on the curriculum should be to make their work more exciting and intriguing to them. It should not be the goal of the teacher to keep gifted students busier for a longer period of time by giving them 'more' work.

When making modifications to the curriculum for gifted students, I think that a teacher should first consult Bloom's Taxonomy to see where on there the assignment falls.

Each level of Bloom's Taxonomy is linked to certain verbs that can help for creating curriculum for gifted students.

Remembering:

Acquire, Define, Distinguish, Draw, Find, Label, List, Match, Read, Record

Understanding:

Compare, Demonstrate, Differentiate, Fill in, Find, Group, Outline, Predict, Represent, Trace

Applying:

Convert, Demonstrate, Differentiate between, Discover, Discuss, Examine, Experiment, Prepare, Produce, Record

Analyzing:

Classify, Determine, Discriminate, Form generalizations, Put into categories, Illustrate, Select, Survey, Take apart, Transform

Evaluating:

Argue, Award, Critique, Defend, Interpret, Judge, Measure, Select, Test, Verify

Creating:

Synthesize, Arrange, Blend, Create, Deduce, Devise, Organize, Plan, Present, Rearrange, Rewrite

Assignments should be built upon the lowest level of remembering, and then, as the needs warrant, the higher levels should be incorporated in order to make appropriate assignments in the curriculum for gifted students.

Thinking Back

I was in many gifted classes during my K-12 years in Fauquier County. As a result of this class, I have done a lot of thinking about the types of projects and lessons my own G/T teachers provided.

I think my English 10 G/T teacher, Mrs. Madden, did an exceptional job providing our class with differentiated instruction and modified projects. She often gave us choices for projects and these choices ran such a spectrum that no matter what our interests, we could find something appropriate and exciting to do.

Another teacher I remember well is Mrs. Hall from elementary school. I still talk to her and even gave her daughter swimming lessons a few years ago. Her teaching methods really stuck with me, both as a student and as a future teacher. In 6th grade each class had to prepare for an end of the year presentation and our class, being the G/T class, got to be extremely creative in our approach. She helped to make the mundane very exciting for us.

I think I have a positive outlook on gifted education mostly because of my own experiences with the program. This class has only furthered my position on its necessity.