Students receiving gifted support services participate in a similar curriculum as their peers. Students are learning the same curriculum with the expectation that they will build upon their strengths. This may look different for each student depending on strengths and interests.
When a student demonstrates mastery of skills or concepts in curriculum areas, the gifted teacher and regular education teacher should collaborate and develop activities to help the student build on the skills and concepts through instruction. The differentiated instruction is necessary to help students develop problem-solving skills and a depth of understanding through the rigor of the curriculum.
What does differentiation look like in the curriculum? Once a student demonstrates an understanding of the core content he may be encouraged to develop a project that shows a deeper understanding and apply the unit concepts into a mini culminating project. Differentiation is intended to expand the learning and provide the student with opportunities to enrich and expand strengths and knowledge of the curriculum.
Sample projects may include:
* Computer game/Videogame
* Phone app
* Business plan to run a business
* Weather station
* Concept/Idea to protect the environment
* Writing a book/story
* Competitions – local, state, or national.
* Researching a concept and sharing with peers as a culminating activity
* Speeches/Public Speaking
Acceleration is necessary for a few students who have mastered the curriculum and show an in-depth understanding of the content presented. Acceleration is determined by the school team and parents after a culmination of data, curriculum, and social/emotional needs have been considered.