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Joyce Van Tassel-Baska, Ed.D.College of William and Mary
Indiana High Ability ProjectJuly 11-15, 2011
Key Essentials of Curriculum Development for the Gifted
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CURRICULUM DESIGN ELEMENTS 1LearnerChara
cteristics & Needs
2Curriculum Goals
3Outcomes/Obje ctives
4Activities/TaskDemands/Questions
5Teaching-LearningStrategies
6Materials &Resources
7 Assessment ofOutcomes
8Evaluation ofCurriculum/Revision
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Sample curriculum goal:To develop critical thinking
Sample outcomes and objectivesAnalyze different points of view on a given issue
Draw appropriate inferences, given a set of data
Forecast consequences and implications of a given decision or action
Center for Gifted Education The College of William and Mary
7/8/11
Sample Activities
Read Moliere’s The Misanthrope and discuss the following questions:What characterizes a misanthrope? How does Moliere satirize the character?How is this play similar to others by Moliere?***************************************************Create a montage of visual images that represent a selected book you have read and describe the rationale for your choices.*******************************************************Write an essay, arguing for or against open immigration policy. Use the model for developing persuasive argument as a guide.*********************************************************Debate the issue: Should books only be available technologically?
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Sample Outcome and Assessment
Outcome:
Students will be able to analyze different points of view on
a given topic or issue.
Assessment:
(Controlled setting response: 50 minutes)
Given the issue of human cloning, identify three different
stakeholder groups in society who would have different
perspectives on this issue; analyze each of their
perspectives and the reasons behind it in a well-developed
essay.
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Student Outcomes related to NAGC Curriculum Standards
Demonstrate growth commensurate with aptitude during the school year.
Develop their abilities in their domain of talent and/or area of interest
Use critical and creative thinking in solving problems within their talent domain
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Student outcomes cont.
• Transfer advanced knowledge and skills across environments that lead to creative, productive careers in society
Become more self aware from their engagement in curriculum and evidence-based instructional practices
Believe in their ability (i.e. self efficacy)
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NAGC Curriculum Standards Elements
Alignment with relevant content standards
Comprehensive scope and sequence of opportunities in all curriculum areas
Use of acceleration techniques, including preassessment, formative assessment, and pacing
Use of differentiation strategies
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NAGC Standards Elements cont.
Adaptation or replacement of the core curriculum
Use of culturally sensitive curriculum approaches leading to cultural competence
Use of inquiry-based strategies
Use of research-based materials
Use of strategies that teach critical and creative thinking, research, and problem-solving skills
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NAGC Standards Elements cont.
Use of information technologies
Use of metacognitive strategies
Use of community resources
Career development
Talent development in areas of aptitude and interest in various domains (cognitive, affective, aesthetic)
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What is Differentiation for the gifted?
The process of differentiation is the deliberate adaptation and modification of the curriculum, instructional processes, and assessments to respond to the needs of gifted learners.
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What is Appropriate Curriculum for the Gifted?
Advanced and accelerated
Complex
In depth
Challenging
Creative
Conceptual
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What are appropriate instructional models?
Inquiry (shared, PBL, project-based)
Critical thinking (Bloom, Paul)
Creative thinking (CPS, SCAMPER)
Problem-solving (scientific method, PBL)
Research (experimental design, social science models)
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Differentiation Feature: Acceleration
Fewer tasks assigned to master standard
Assessed earlier or prior to teaching
Clustered by higher order thinking skills
Center for Gifted Education – School of Education – The College of William and Mary
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Example of differentiated task
Phase I
Pretest student knowledge and skills of grammar and usage.
Group students by results of the pretest in groups of 4. Provide streamlined instruction and/or self-study.
Provide task demands for the top group, using a problem solving approach.
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Phase II
Assignment of task demand to the top group:
Use your understanding of grammar and usage to write a two page informational paper on a topic of interest. Analyze the structure of your paper by diagramming sentences and explaining three principles of usage.
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Phase III
Follow-up questions to consider:
How does the structure of language influence meaning?
What would happen if you were required to use only certain grammatical principles: imperative sentences, prepositional phrases, adjectives and adverbs? How would it affect communication?
What factors would influence it?
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Differentiation Feature: Complexity
Used multiple higher level skills
Added more variables to study
Required multiple resources
Center for Gifted Education – School of Education – The College of William and Mary
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Example of differentiated task
Analyze the social, political, and economic issues that influenced three ancient civilizations: Egyptian, Greek, and Roman. Synthesize their influence on each culture and evaluate how each issue contributed to the decline of each culture. Use at least 3 sources (one primary) to substantiate your claims in a 6-page research paper.
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Differentiation Feature:Depth
Studied a concept in multiple applications
Conducted original research
Developed a product
Center for Gifted Education – School of Education – The College of William and Mary
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Example of differentiated task
How does the concept of systems help us understand language structures?
How does the concept of change help us understand the process of writing?
How does the concept of patterns help us understand literary structures and genres?
Choose one question and conduct a research study on it, culminating in an informational tool for use with high school students.
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Differentiation Feature: Challenge
Advanced resources employed
Sophisticated content stimuli used
Cross-disciplinary applications made
Reasoning made explicit
Center for Gifted Education – School of Education – The College of William and Mary
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Example of differentiated task
Read selected works by 3 Nobel prize winners in literature and research how the theme of (wo)man’s inhumanity to (wo)man is used How can this theme be applied to art of the period, to world political upheavals, and to social injustice in the writer’s country of origin? What evidence exists to show how the author was influenced by these cultural connections?
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Differentiation Feature: Creativity
Designed/constructed a model based on principles or criteria
Provided alternatives for tasks, products, and assessments
Emphasized oral and written communication to a real-world audience
Center for Gifted Education – School of Education – The College of William and Mary
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Example of differentiation
Design an art product (your choice of a vase, a painting, or a collage of found objects) to demonstrate your understanding of the elements of color, balance, perspective, and theme. Write an artist’s statement about your art object that synthesizes its features and situates it in an artistic tradition.
Locate literary examples from the same tradition and compare the elements to those of the art piece.
How are art forms similar to each other? How different?
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Differentiation feature: Abstraction
Organize curriculum by abstract concepts, linked to specific topics
Focus student work on creating generalizations, based on data
Focus on themes, archetypal problems, axioms, theorems, laws, etc. rather than specific applications
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Examples of differentiation
Analyze the theme of “power” in three pieces of literature and in three visual art pieces. Compare and contrast how the theme is explicated in each piece.
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Design Matters
