Term Papers: Intradisciplinary and interdisciplinary connections
EDU 592 Curriculum and Instruction for Gifted and Talented
Chapter 2
| What is a differentiated curriculum?
Pages 10-14 |
Description |
| Define “differentiation for the gifted” in curriculum. | |
| What are the four questions an educator should ask in judging appropriate differentiation for the gifted? | 1.
2. 3. 4 |
| Choice of instructional strategies are important in gifted curriculum. Describe the three on the right. | 1. Problem-based learning
2. Higher level questioning techniques 3. Concept development |
| Explain how more advanced curricula is important in GT curriculum. | |
| How should project work play a part in GT curriculum? |
| The Integrated Curriculum
Model pages 17-18 |
Notes |
| Emphasizing advanced content knowledge that frames disciplines of study- | |
| Provide higher order thinking and processing- | |
| Focusing learning experiences around major issues, themes, and ideas that define both real-world applications and theoretical modeling within and across areas of study- |
| Curricular Reform Design Elements pages 22-25 | Notes |
| Meaning-based | |
| Higher order thinking and reasoning | |
| Intradisciplinary and interdisciplinary connections | |
| Metacognition | |
| Habits of mind | |
| Inquiry-based learning and problem solving | |
| Technologies as tools | |
| Learner outcomes of significance | |
| Authentic assessment | |
| Multicultural and global concerns | |
| Overarching concept | |
| Multiple resources and materials | |
| Substantive content |
| Implementation Considerations
for the Learner – Characteristics, Aptitudes, and Predispositions pages 26-29 |
Notes |
| Precocity | |
| Intensity | |
| Complexity | |
| Context Variables | Notes |
| Flexibility in Student Placement and Progress | |
| Grouping | |
| Teacher Training | |
| Climate of Excellence |
