Transcript Curriculum For Gifted Learners Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches, and resource materials. National Association for Gifted.

Curriculum For
Gifted Learners
Learning opportunities for gifted learners
must consist of a continuum of
differentiated curricular options,
instructional approaches, and resource
materials.
National Association for Gifted Children
Standard
Dr. Carol V. Horn
Coordinator, Advanced Academic Programs
Fairfax County Public Schools
[email protected]
www.fcsp.edu/DIS/gt
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REGULATIONS GOVERNING EDUCATIONAL
SERVICES FOR GIFTED STUDENTS
Such curriculum and instructional strategies provide
accelerated and enrichment opportunities that
recognize gifted students’ needs for (i) advanced
content and pacing of instruction; (ii) original
research or production; (iii) problem finding and
solving; (iv) higher level thinking that leads to the
generation of products; and (v) a focus on issues,
themes, and ideas within and across areas of study.
Such curriculum and instruction are offered
continuously and sequentially to support the
achievement of student outcomes, and provide
support necessary for these students to work at
increasing levels of complexity that differ significantly
from those of their age-level peers.
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Adapted from the Integrated Continuum of Special Services by Sally Reis and Joe Renzulli and Donald Treffinger’s Levels of Service
 Lessons are designed to teach students to think
more effectively, and to develop creative and
critical thinking skills in all learners.
 Each of the lessons teaches a specific thinking
strategy.
 Each thinking strategy can be used at any grade
level and in any curriculum area.
 Each thinking strategy enhances skills of
analysis, creativity, and problem solving.
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Dr. Edward de Bono
Dr. Richard Paul

Mathematics Competitions

Odyssey of the Mind

Renzulli Learning

Socratic Seminar/Student Debate

Children as Engineers

GEMS – Girls Excelling in Math and Science

Chess Club

Philosphers Club
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
Differentiated instruction is provided in the
classroom through more challenging content,
assignments, resources, and flexible
instructional groupings in one or more areas of
academic strength.

Advanced Academic resource teachers plan,
collaborate, and share ideas and resources
with classroom teachers and other specialists.
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Hands-on-Equations
Future Problem-Solving
Touchstones/Junior Great Books
Project Clarion science units
Library of Congress (LOC) resources
Mathematics acceleration/problem solving/challenges
Group investigations/research
Science inquiry and inventions
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Committed Professionals
Leadership of School Principals
Collaboration Among Teachers and Specialists
Find/Identify
Observations/Conversations
Nurture, Guide,
and Support
Performance Assessments
Cluster Young Scholars
Portfolios
Provide Level of Advanced
Academic Service
Nonverbal Ability Tests
Standard Achievement Tests
Essential Elements
Challenge Through
Curriculum and Instruction
Support on Multiple Levels
Summer School, After School, and/or Intersession for Young
Scholars
Ongoing Professional Development for Teachers
Culturally Responsive Teaching
Differentiated Curriculum and Instruction for Advanced Learners
Family Involvement and Support
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
Students are identified by a local screening
committee through a review of multiple criteria.

Advanced Academic Resource Teacher provides
direct services through flexible grouping,
clustering, and/or pull out, in one or more of the
four core subject areas

Opportunities to extend the Program Of Studies
through approved materials and resources
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
William and Mary Language Arts, Science, and Social
Studies Units

Parallel Curriculum Model Units posted on FCPS 24/7

Advanced problem-solving in mathematics and Project M3

Independent research projects

Advanced applications of technology to include Renzulli
Learning

Historical investigations (National History Day)

Problem-based learning in science

Socratic Seminar, Debates, Touchstones, and Touchpebbles

National Geographic Jason curriculum
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
Highly challenging curriculum and instruction
offered in the four core subject areas –
acceleration in mathematics
Full Honors (four core subjects) at middle school offered as a
Level IV service
Parallel Curriculum Model is implemented as a guide for
curriculum mapping and instruction K-8

Assessments and units developed to guide advanced learners
along a journey toward expertise
Parallel Curriculum Model
Endorsed by the National Association for Gifted Children
Core
Connections
Practice
Identity
-content organized
around in-depth
knowledge in each
content area that
allows for depth and
complexity
-e.g., study of
electricity might lead
to a study of
alternative energy
sources and the
viability of each one
for the future.
-students connect
overarching concepts
and principles within
and across
disciplines
-e.g., concept of
“patterns” can be
used to connect
ideas in mathematics,
literature, science,
and history
-students learn the
knowledge and skills
of practitioners in the
field; moving from
consumer to
producer of
knowledge
-e.g., students study
the Civil War as an
historian reviewing
historical documents,
making
interpretations, and
detecting bias and
validity
-students reflect upon
knowledge and skills
of practitioners and
consider how this
relates to their
interests, goals, and
strengths now and in
the future
-e.g., learning
surveys, portfolios,
career planning, goal
setting
Ascending Levels of Intellectual Demand
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
For students who have demonstrated high
achievement in specific area(s) of academic
strength
Potential plus performance
Provide for ascending levels of
intellectual demand
Access and opportunity for underrepresented
populations
Open enrollment
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
Escalate one or more facets of the curriculum

Match a learner’s profile

Provide appropriate challenge and pacing

“Raise the floor and take off the ceiling!”
Students explore the theme of good vs. evil as
they read the play The Diary of Anne Frank.
Students will explore the concept of duality
through various examples, such as good vs.
evil, wisdom vs. inexperience, and love vs.
hate, in the play As You Like It by William
Shakespeare.
Student explores the concept of duality through
various examples in multiple Shakespearian
plays. Students create generalizations about the
nature of duality in literature and in life based on
patterns and trends they have identified.
Linking the Prosperity of the
1920’s with the Disparity of
the 1930’s
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Students develop a pamphlet that
would explain the cause and
effect of these events in history.
Students connect the events of the 1920’s and
the 1930’s to the concept of order vs. chaos
and create a museum display with
representative symbols of their understandings
of the concept.
Students look at the patterns and trends in the
events of the 20’s and 30’s. Using the patterns
and trends they discovered, they then compare
that to our current economy and write an article
from the perspective of an economist on
predictions for future.
Use of technology to increase access to curriculum
and instruction that is differentiated for advanced
learners
•Blackboard
•Blogs and Wikis
•Podcasts
•iPod Touch
•Primary Source Learning
http://www.primarysourcelearning.org/p
rimary_sources/index.php
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www.jason.org

Curriculum is free

Online games

Labs

Videos of real scientists in the field

William and Mary Language Arts

William and Mary Social Studies

William and Mary Problems-Based Learning in Science

Project M3 Mathematics

Michael Clay Thompson (Caesar’s English, Word-Within-
Word, etc.)

Document-Based Questions (DBQ)

Training in use of National Geographic Jason Curriculum
Advanced Placement
•
Individual, rigorous
college-level courses in
most subject areas
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International
Baccalaureate
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consisting of 6 subjects or
AP Scholar program
Schools: Centreville, Chantilly,
individual certificates
•
Braddock, Langley, Madison,
McLean, Oakton, S. County, W.
Potomac, W. Springfield,
Westfield, Woodson
Core of IB: Theory of
Knowledge; Creativity, Action,
Fairfax, Falls Church, Hayfield,
Herndon, Jefferson, Lake
Full diploma program
Service; Extended Essay
•
International perspective
integral part of program
Schools: Annandale, Edison, Lee,
Marshall, Mount Vernon, Robinson,
South Lakes, Stuart
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Dual Enrollment
•
Individual, rigorous
college-level courses taught
in cooperation with a
university (GMU) or college
Multi-variable Calculus and Matrix
Algebra at most schools
Thomas Jefferson
School for Science
and Technology
Specialized learning environment
for highly motivated students
with a genuine interest in
science, mathematics, and
technology
Competitive enrollment process
Intelligence is not how much you know or
how fast you learn,
but
how you behave when you don’t know
the answer.
So . . . if we want to develop children who
think critically, we must present curricular
problems, challenges, discrepancies or
dilemmas for which the answers are not
easily accessible.