What is differentiation?
Individual learning pathways are “pathways for students whose learning profiles suggest that they would benefit from specific provisions beyond those currently offered within their class” (Ashman & Elkins, 2009, p. 106). These plans are essential for the inclusion of gifted students in the classroom and enables them to be a part of school keeping in mind "the ultimate goal of a differentiated curriculum is that it recognises the characteristics of the gifted, provides reinforcement or practice for the development of these characteristics, and extends the recognised characteristics to further levels of development" (Kaplan in Clarke 1986 p.274 as cited in Education Queensland – The Learning Place, 2011).
The idea of a differentiated curriculum for gifted children is essential for their learning development. Certain strategies should be followed in order to implement special programs for gifted students. Programs should be devised under Passow’s (1988 cited in MacLeod, 2004) ‘Would, Could, Should’ principle. Would all children want to participate in the program? Could all children participate in the program? Should all children participate in the program? If the answer is ‘yes’ than the program is not suited to gifted children. This principle outlines the careful consideration needed for developing programs that suit giftedness.
Here are some modifications suggested by Maker (1982) to assist in the design of programs that would be suited to gifted students.
The idea of a differentiated curriculum for gifted children is essential for their learning development. Certain strategies should be followed in order to implement special programs for gifted students. Programs should be devised under Passow’s (1988 cited in MacLeod, 2004) ‘Would, Could, Should’ principle. Would all children want to participate in the program? Could all children participate in the program? Should all children participate in the program? If the answer is ‘yes’ than the program is not suited to gifted children. This principle outlines the careful consideration needed for developing programs that suit giftedness.
Here are some modifications suggested by Maker (1982) to assist in the design of programs that would be suited to gifted students.
Content modifications for gifted students should:
Process modifications for gifted students should:
Product modifications for gifted students should:
Learning environment modification for gifted students should:
| There are also programs that gifted students are entering in such places as America, where gifted and talented mix with experts and other gifted students.
Dr. Shelagh Gallagher on Palmetto Schilars Ac..: by palmettoscholarsacad
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This particular model is a guideline for creating programs that would suit gifted children:
(MacLeod, 2004)
There are two areas which can assess the success of the program and differentiated curriculum for gifted students:
There are formative assessments and summative assessments to consider when determining the success of a differentiated program for gifted students:
Formative evaluation (usually conducted during implementation) can be used to make sure you are accomplishing the objectives of the program or curriculum. For example, formative evaluation might include:
ÿ in-class assessment tasks
ÿ anecdotal observations
ÿ student research projects
ÿ notation of class discussions
ÿ project based assessments
Summative evaluation (conducted after the curriculum is fully implemented) should indicate the degree to which your curriculum is accomplishing, or has accomplished, its goals and objectives. For example, summative assessment might include:
The learning theory constructivism is greatly used when taking in to consideration the program for a gifted student. Teachers are there to facilitate the learning process and make for student centred learning so the learner can be active and develop their own learning skills. Rather than recite and regurgitate knowledge they construct their own knowledge through active learning. Constructivist-based pedagogy is recommenced for gifted students and for all learners as a matter of fact.
One pedagogy method which can be used to engage gifted students is ICT’s. ICT’s can support the learning process for gifted and talented students in a number of different environments and geographical areas.
There are two areas which can assess the success of the program and differentiated curriculum for gifted students:
There are formative assessments and summative assessments to consider when determining the success of a differentiated program for gifted students:
Formative evaluation (usually conducted during implementation) can be used to make sure you are accomplishing the objectives of the program or curriculum. For example, formative evaluation might include:
ÿ in-class assessment tasks
ÿ anecdotal observations
ÿ student research projects
ÿ notation of class discussions
ÿ project based assessments
Summative evaluation (conducted after the curriculum is fully implemented) should indicate the degree to which your curriculum is accomplishing, or has accomplished, its goals and objectives. For example, summative assessment might include:
- formal assessment tasks at the conclusion of the unit
- unit tests
- repeat of pre-assessment tasks as post-test tasks
- student unit evaluation form
- teacher unit evaluation form.
The learning theory constructivism is greatly used when taking in to consideration the program for a gifted student. Teachers are there to facilitate the learning process and make for student centred learning so the learner can be active and develop their own learning skills. Rather than recite and regurgitate knowledge they construct their own knowledge through active learning. Constructivist-based pedagogy is recommenced for gifted students and for all learners as a matter of fact.
One pedagogy method which can be used to engage gifted students is ICT’s. ICT’s can support the learning process for gifted and talented students in a number of different environments and geographical areas.
Connected Classrooms Program technologies: by NSWPublicSchools
