Chapter 4: Curriculum and Instruction

Introduction

Chapter 16 requires districts to provide gifted students with specially designed instruction (§16.41(b)(1)), and defines this instruction as adaptations or modifications to the general curriculum, instruction, instructional environments, methods, materials, or a specialized curriculum for students who are gifted. (22 Pa. Code §16.1)

Implementation of specially designed instruction requirements is the responsibility of both the gifted support staff and regular education teachers (22 Pa. Code §16.32(f)). All teachers must play a role when providing instructional adaptations and modifications for the gifted. Assessed student needs must be the basis for the specially designed instruction, not delivery of a single option or one-size-fits-all programs.

Three fundamental differences that distinguish gifted learners from other learners are:

The capacity to learn at faster rates, more in-depth and with greater complexity;
The capacity to find, solve, and act on problems more readily; and
The capacity to manipulate abstract ideas and make connections.

Taking these fundamental differences into account, difficulties arise when gifted service delivery options are limited to:

A pull-out program.
Offering more of the same level of material or the same kind of problem.
Providing either enrichment or acceleration alone.
Teaching higher thinking skills in isolation from academic content.
Presenting additional work that is simply different from the core curriculum, but not differentiated specifically for the gifted learner.
Grouping with intellectual peers without differentiating content and instruction.
Providing only grade-level content.
Overlooking curricular gaps between elementary and secondary placements.

To overcome these limitations, curricular and instructional adaptations or modifications are essential throughout the learning environment. These adaptations should be based upon the specific nature of the individual's needs, abilities and interests. Instruction for the gifted student should feature acceleration, complexity, depth, challenge and creativity. Best practice strategies that address content, process, learning environment and product establish both the framework and practical action steps for assuring high quality instruction for gifted students.

Curriculum and Instruction - Content

A broad base of research exists that supports and describes effective curriculum and instructional design for the gifted.

Curriculum

The following key principles provide a guide for program development for the gifted:

Curricula for the gifted should focus on and be organized to include more elaborate complex and in-depth study of major ideas, key concepts and themes that integrate knowledge within and across disciplines. Present comprehensive, reinforcing, related experiences within an area of study.
Curricula for the gifted should have a strong foundation based on demonstrated abilities, strengths and interests of the group and individual.
Curricula for the gifted should be an extension of core learning, using both acceleration and enrichment strategies. Streamline curriculum that the student is able to master quickly.
Curricula for the gifted should encourage exposure to, selection and use of varied, challenging and specialized resources.
Curricula and instruction should provide opportunities for students to recognize complex relationships and arrive at sound generalizations.
Curricula for the gifted should stress higher-level thinking, creativity and problem solving skills.
Curricula for the gifted should set high standards that demand rigorous expectations for student work and performance demonstration.

Instruction

Instruction for the gifted should promote in-depth learning and investigation that deal with real life problems and issues. Select concepts and content that promote the students' involvement as practitioners of the discipline.
Instruction for the gifted should allow for the development and application of productive thinking skills to enable students to re-conceptualize existing knowledge and/or generate new understanding.
Instruction for the gifted should be flexibly paced and matched to the student's ability, pre-assessment data, learning style, interest and motivation.

Gifted education materials should be provided to address the advanced conceptual and processing abilities of the gifted learner. Often these materials and resources are not typically used in the regular education curriculum or in a particular level of regular education. Instructional resources and materials that meet the needs of the students as determined by the Present Levels of Educational Performance may include:

Advanced level supplementary books, original source documents and skill development (e.g., independent computer searching) resources that enhance and enrich the teaching of the curriculum.
Technology to facilitate learning.
Appropriate hands-on materials.
Instructional resources needed for academic competitions.
Methodological resources that aid students in carrying out a study in a particular field of knowledge.
Curriculum reference materials designed specifically for gifted education.

The Appendix contains a list of websites providing assistance and information pertaining to a wide range of gifted education subject matter.

Curriculum and Instruction - Process

Provide students with the freedom to choose topics to study and the methods to use in manipulating and transforming information.
Promote independent, self-directed and in-depth study.
Encourage the application of advanced research and methodological skills.
Focus on open-ended tasks.
Provide opportunities for students to develop leadership and group interaction skills.
Allow student-centered discussion, Socratic questioning and seminar-type learning.

Curriculum and Instruction - Product

Encourage the development of products that challenge existing ideas and produce new ones.
Incorporate the application of discipline methodologies in product development.
Promote products that are comparable to those made by professionals in the designated field.
Require that products of gifted students represent application, analysis and synthesis of knowledge.
Provide the opportunity to create products/solutions that focus on real-world issues.
Establish high-level and exemplary criteria to assess student performance and products.

Curriculum and Instruction - Learning Environment

Encourage the development of social and self-awareness (e.g., recognizing and using one's abilities, being self-directed, appreciating likenesses and differences between oneself and others).
Encourage self-directed learning to promote the development of independent research studies.
Encourage a tolerant and supportive environment that fosters a positive attitude toward creative challenges, investigative activity and knowledge creation.
Enable the pursuit of higher-level learning through the extension of classroom activities into the real-world.
Provide access to resources and materials that meet the student's level of learning.

The instructional environment will be appropriate to the needs of gifted students with a supportive atmosphere and adequate space to provide a wide range of learning options. A gifted instructional environment could include the following:

Space for students to simultaneously participate in a wide array of activities.
Accessibility to other learning environments and instructional groupings including the library, computer lab or the media center.
Classroom space to facilitate student/teacher/peer conferencing, open-ended discussion, small group activity, large group activity, independent research and exploration.
Availability of stimulating complex materials covering a wide range of levels and topics.
A risk-free learning environment that supports exploration, application and personal construction of knowledge.
An empowering atmosphere that promotes a shared choice in planning and joint responsibility for learning between student and teacher.

Gifted Education Delivery Options

Research has shown that gifted students benefit from being grouped together for meaningful instruction during the school day. School districts are free to group across grades, according to academic talent, on some other performance characteristic or develop a gifted education consortium or cooperative arrangement with other schools. (22 Pa. Code §16.41 (b))