Incorporate the Depth and Complexity Framework’s other Icons – the Content Imperatives, to foster quality conversations through in-depth research and “big idea” formulation.
In recent years, the pressure on teachers for their students to perform on state-mandated tests has caused the focus in education to shift to those students who are achieving at or just below academic standards. At the same time, there has been a growing trend of school boards considering the elimination of programs and services for the gifted students in their districts, opting instead to spread these students across heterogeneous general education classrooms. Ability grouping strategies provide schools with opportunities to meet these demands while ensuring that the needs of gifted students are met.
This article provides district administrators and educators of gifted and talented students with an overview of how gifted identification practices align with each of the paradigms, as well as how they are supported by the standards established in the Texas State Plan.
Looking side-by-side at on-level and GT curriculum examples, this session presented at giftED21 discusses how pre-assessment and alignment of both curriculums allow for differentiation and acceleration for our gifted students, while allowing for collaboration with PLC teams.
Preassessment and reflection are essential components of defensible differentiation. After planning, preassessment data provide information to reveal students’ readiness and interests in the content while reflection highlights what has been learned and sparks questions for further learning. Preassessment and reflection are keys to making differentiation defensible!
It is timely to consider another critical issue that has impacted the health of our educational institutions. It is the issue of the lack of provision of differentiated curriculum for our top learners.