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How To Use This Site
Equal Educational Opportunity
Purpose of Gifted Services in Kansas
Characteristics of Giftedness
Bright Child/Gifted Learner
General Education Interventions
Individualizing the Curriculum
Modifying Content, Process and Product
Types of Products
Multiple Intelligences Products
Using Rubrics to Guide Evaluation
Internet Gifted Resources
| Modifying Content,
Process, and Product
for gifted learners must be enhanced through depth, complexity, novelty, and
acceleration. Depth will include the language of the discipline, understanding of
the rules that govern the discipline, and understanding the generalizations,m theory and
principles of the information. Complexity will include seeing information over time
or from another point of view, seeing it from different perspectives, and seeing it in a
disciplinary way. Novelty includes research, real problems, and primary sources.
Acceleration means individual pacing, adjustment in time, and more advanced
resources and experiences to the gifted learner.
cognitive and affective thinking skills, learning how to learn, research and reference
skills, and written, oral and visual communications skills.
Products are the
results of the content and the process. Products and performances should be assessed
for student learning.
Content consists of ideas, concepts, descriptive
information, and facts, rules and principles that are presented to the learner.
Content modifications include the use of:
- Acceleration- Providing the opportunity for students to
move more rapidly through a particular curricular sequence without regard to age or
- Compacting- Adapting the regular curriculum by either
eliminating work that has already been mastered or streamlining work that may be mastered
at a quicker pace.
- Variety-Ideas and content areas should be extensions of
the regular curriculum.
- Reorganization- Selecting new arrangements of content
e.g., functional similarities, categorical groups, descriptive similarities, in place of
the typical chronological organization.
- Flexible pacing- Allowing for individual characteristics
to determine the pace.
- Use of more advanced or complex concepts, and materials-
Posing more challenging questions or situations that force the learner to deal with the
intricacies of the content. Using novel and sophisticated content.
- Use of abstractions-Going beyond the facts and the
obvious to the conceptual framework, underlying ideas, symbolism, and hidden meaning of
- When possible, students should be encouraged to move
through content areas at their own pace. If they master a particular unit, they need
to be provided with more advanced learning activities, not more of the same activity.
Thematic, broad-based and integrated content, rather than single-subject areas in
isolation best serve their learning characteristics. In addition, such concept-based
instruction expands opportunities to generalize and to integrate and apply ideas.
- Middle and secondary schools are generally organized to
meet student needs within content areas. Providing an interdisciplinary approach is
another way of modifying curriculum. Jacobs and Borland (1986) found that high
ability learners benefit greatly from curriculum experiences that cross or go beyond
traditional content areas, particularly when they are encouraged to acquire an
integrated understanding of knowledge and the structure of the disciplines.
- Testing out and compacting of required curriculum. (KAR
- Dual credit can also be given for college courses taken
at the high school level. (KAR 91-40-3 (h))
Process is the presentation of content, including the
learning activities for students, the questions that are asked, as well as the teaching
methods and thinking skills that are used.
- Higher Levels of thinking- Emphasizing questions that
enable the learners to analyze synthesize, or evaluate.
- Open-endedness- Asking questions that promote critical
and creative thinking.
- Inquiry and discovery- Providing opportunities for the
learner to arrive at self-drawn conclusions or generalizations.
- Active exploration- Providing opportunities for movement
and learner-driven exploration.
- Inductive and Deductive reasoning- Asking the learner to
cite the sources, clues given, and logic used in drawing conclusions.
- Freedom of choice- Providing opportunities for
self-directed activities such as independent study.
- Group interactions/simulations- Using structured
simulations for group problem solving.
- Variety- Encouraging a variety of teaching strategies.
- Pacing- The rapidity with which content is presented;
the extension of time and deadlines so that further integration of ideas may take place;
and/or flexibility in time allowance.
Although instructional strategies depend on the age of
the students and the nature of the disciplines involved, the goal is always to encourage
students to think about subjects in more abstract and complex ways. Activity
selection should be based on student interests, and activities should be developed in ways
that encourage self-directed learning. Bloom's Taxonomy of Educational Objectives
(1956) offers the most common approach to process modification.
Products are the outcomes of instruction that
consolidate learning and communicate ideas. Modifications in products should:
- Possess characteristics that are professional in nature.
- Address real problems, audiences, and concerns.
- Synthesize rather than summarize information.
- Include a self-evaluation component.
All italicized text is from
"Effective Practices for Gifted Education in Kansas" manual. You
will be able to access the document in its entirety at the Kansas State Department of
Education (Handbook is out of date and is no longer available online)
Permission granted for use by Bruce Passman, State Director, Kansas State
Department of Education 120 S.E. 10th Avenue, Topeka, Kansas 66612
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E-mail Nancy Bosch
email@example.com, web editor
09/19/08 01:37 PM
Copyright © 1997-2008 Nancy Bosch
Practices for Gifted Education in Kansas")
The Broken Arrow Enhanced Learning Center