Alignment Is The Key Gifted Curriculum Programming Traits

There must be alignment between the program options a district offers and the curriculum implemented with gifted students. Together, the necessary curriculum modifications and program design should stem from a foundation of gifted traits/characteristics and needs. Only properly trained and well-equipped professionals should teach gifted learners. Regular, collaborative planning and instructional development must arise between the GRT and Cluster Teachers. In essence, the program’s identification and placement methods should include tight clustering to be most effective (including select schools for the top percent of intellectually gifted students).

Program Options Should Include the Following:  Tight clustering of gifted students in classrooms and teams  GRT/Cluster Teacher Co-Teaching of Differentiated Instruction  Regular GRT/Cluster Teacher Collaboration  GRT/CT Training and Educational Opportunities  Art and Dance Programs  Screening Methods at Select Ages  Referral Process including Teachers, Parents, Students  Designated Schools For Top Identified Students (Application Only)  Parent Training/Workshops  Worthy Testing Methods for Giftedness (intellect and the arts)  Committees for Identification (portfolio review)

Effective Curriculum Should Include:  Designed Around the Needs and Characteristics  Differentiated to Meet High Levels  Authentic Experiences  Relevance Between the Real World and Self  Research and Reasoning Models  Problem-Based Learning  Concept-Based Instruction  Open-Ended, Abstract  Opportunities for Compacting and Independent Study  Forster Inquiry, Depth and Complexity  Enriching, Extensions From Regular Curriculum  Learning Centers  Sophisticated Literature  Creative Problem Solving

Linked to the Traits of Gifted Learners  Superior Academic Potential and Ability  Abstract, Complex, and Logical Thinking  Risk-Taking  Form Generalizations  Tolerance For Ambiguity  Highly Curious, Motivated, and Creative  Self-Reflective w/ Learning Preferences  Leaders  Effective Communicators, Seeking New Perspectives  Prefer Novelty