Developing a Gifted Curriculum by Jennifer Wofford

Definition of Gifted

7 Steps to Optimizing Learning1. Understand brain development.2. Create a responsive learning environment.3. Integrate the intellectual processes.4. Establish a continuum of learning.5. Assess the student’s level of mastery.6. Differentiate and individualize teaching and

learning.7. Evaluate teaching and learning: reflect and

reform.

(Clark, 2008)

Step 1: Brain

Research

A. Environment

B. Instruction

EnvironmentWhat We Know: What We Must Do:

Intelligence hinges on the interaction between biological inheritance and environmental opportunities – nature and nurture.

Attention and concentration depend on the interaction between the environment and the brain.

Make the environment stimulating and challenging.

Create an organized, responsive classroom.

Provide access to a wide range of activities and materials.

Incorporate choices and encourage exploration.

(Clark, 2008)

EnvironmentWhat We Know: What We Must Do:Stress causes the

neocortex to shut down.Anxiety must be reduced

so that higher order learning may occur. (Clark, 2008)

InstructionWhat We Know: What We Must Do:

• The brain responds to new ideas.

Novelty should be used to motivate and enhance the learning process. (Clark, 2008)

InstructionWhat We Know: What We Must Do:Brain development is

unlimited, but intellectual growth will not remain static.

Continuous progress must be monitored and encouraged for all students. (Clark, 2008)

InstructionWhat We Know: What We Must Do:

• Genetics and opportunities provided by the environment determine how a learner expresses knowledge.

• Differentiation is strongly encouraged since each student responds differently.

• (Clark, 2008)

InstructionWhat We Know: What We Must Do:• The brain integrates

information to build memories, make predictions, and generate models of reality.

• The brain does not merely record what is taught, but makes inferences.

• Gifted minds require complexity and exposure to many patterns and relationships.

• We must teach using interdisciplinary teaching strategies. (Clark, 2008)

InstructionWhat We Know: What We Must Do:The brain constructs

meaning.Problem solving and in-

depth understanding of concepts should be encouraged.

Integrative, multidisciplinary teaching should be used to build meaningful connections for learners.

(Clark, 2008)

InstructionWhat We Know: What We Must Do:The brain attaches

emotional significance to information.

Optimal learning requires active involvement of the learner.

Teach with enthusiasm and provided reasons for learning.

Provide concrete experiences and sensory stimulation.

(Clark, 2008)

InstructionWhat We Know: What We Must Do:

• The right and left hemispheres need to be included in curriculum planning.

• Experiences that incorporate information from different brain functions (cognitive, affective, physical, and intuitive) develop intelligence.

• Learning activities must include experiences from all areas of the brain when possible. (Clark, 2008)

InstructionWhat We Know: What We Must Do:The brain uses feedback

to make connections, store information, and build intelligence.

Provide students with frequent and timely feedback.

Feedback should be meaningful and help learners synthesize information.

(Clark, 2008)

Step 2 – Responsive Learning Environment

The learning environment can influence Learning styles, pace, and levelMotivationChallenge/ stimulation

(Clark, 2008)

Responsive Physical EnvironmentSpaceAccess to materialsFlexible groupingStudent self-management, self-evaluationCommunity desks and suppliesInviting atmosphere

(Clark, 2008)

Responsive Social - Emotional Environment

Warm and accepting classroomInstruction based on needs/ interests of

studentsStudent products and ideas are reflected

around the classroomStudent choice is evidentEmpowering language is usedIndependent learning/ responsibility for

learning

Responsive Instructional Environment

Stress – free environmentNovel challenges presentedSensory stimulationBroad exposureSocial interaction encouragedChoices evidentExploration

(Clark, 2008)

Step 3 – Integrate Intellectual Processes (Clark, 2008, p.241)

Step 4: Establish the Continuum of LearningWhat do I want my students to know? (Content)How will students learn? (Process)How will students demonstrate mastery?

(Product)Guiding Principals:

Focus on essential ideas Respect student differences (learning styles,

interests, prior knowledge)Incorporate flexible groupingProvide continuous & meaningful

feedback/assessment. (Huebner, 2010)

Step 5 – Assess Level of MasteryCreate student portfoliosDevelop projectsDesign rubrics togetherShare projects and portfoliosProvide open-ended activitiesFacilitate conferences (Edward & Pula, 2008)

Basically, include the student(s) in the learning and curriculum development processes.

Step 6 – Differentiate and Individualize Teaching and Learning

• Teach by concepts• Teach from various sources• Assess learning in multiple ways

–How do I get started???1.Manage multiple groups doing the same thing.2.Manage different groups working on different

activities.3.Manage different individuals working on

different activities.

Step 7 – Evaluate Teaching and Learning

RubricsMultiple Intelligences – tic tac toe (Tobin &

McInnes, 2008)Work Products & Tiering (Tobin & McInnes,

2008)Award effort and improvement (Tobin, 2008)Portfolios to show growthConferencing (Edwards & Pula, 2008)

Most Common Learning Needs of Gifted Learners:1. Acceleration2. Complexity3. Depth4. Novelty

(Clark, 2008)

AccelerationPretesting and teaching only what has not

been learned; content and curriculum compacting

Flexible pacingSelf-checking instructionRegular use of informal assessments –

contests and competitionsGoal: Student moves through the curriculum

in less time.(Manning, Stanford, & Reeves, 2010)

Increasing Complexity & IntegrationMaking connections with other ideasIdentifying relationshipsUnderstanding multiple perspectives (Clark, 2008)

Adding DepthAllows learners to discover patterns, trends,

and insights that may lead to new understandings and ideas.

Mind Maps – (Clark, 2008, p. 297) – Brainstorm using words and pictures to connect both brain hemispheres.

Validating feedback vs. literal feedback – nudge rather than correct(Tobin, 2008)

Providing NoveltySimulation/ Inquiry Problem – Present

students with a scenario and a problem that must be solved. (Clark, 2008, p. 300-301)

Providing Choices (Tobin & McInnes, 2008; Levy, 2008;

Flexible Grouping (Levy, 2008; Tobin & McInnes, 2008)

Differentiating Curriculum Content• Goal – To go beyond mastery of content standards.

The needs of gifted students are not deficits.• Language Arts – classroom reading library with

reading guides, bibliotherapy, meet the author, propaganda and advertising, reader’s theater

• Mathematics – brain games, mazes, problem solving, tessellations, student surveys

• Science – interplanetary distances, weather prediction

• Social Studies – city redevelopment projects, land measurement, presidential candidates from fiction

• (Clark, 2008)

Summary1. Brain Development

2. Responsive Learning Environment

3. Integrated Intellectual Processes

4. Continuum of Learning

5. Assess Mastery Levels

6. Differentiate and Individualize Learning

7. Evaluate Teaching and Learning

7 Steps to

Optimize Teaching:

ReferencesClark, B. (2008). Growing up gifted. Upper Saddle River, N.J.

Pearson Prentice HallEdwards, A. & Pula, J. (2008). In-class conferences as

differentiated writing instruction: new uses for tutorials. Delta Kappa Gamma Society, Spring, 10-14.

Huebner, T.A. (2010). Differentiated instruction. Educational Leadership, February, 79-81.

Landrum, T.J. & McDuffie, K.A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18, 6-17.

Levy, H.M. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. Clearing House, March – April, 161-164.

Manning, S., Stanford, B., & Reeves, S. (2010). Valuing the advanced learner: differentiating up. Clearing House, 83, 145-149.

ReferencesTobin, R.A. (2008). Conundrums in the differentiated literacy

classrooms. Reading Improvement, 159-169.Tobin, R.A. & McInnes, A. (2008). Accommodating

differences: variations in differentiated literacy instruction in grade 2/3 classrooms. Literacy, 42, 3-9.

Video Clipshttp://www.youtube.com/watch?v=AqepSNNj

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