EDG 550B Module 4 Discussion Board Post

After reading information about all the models, consider how various components from

each model a teacher could use to accelerate or enrich the curriculum for advanced

students. List the components and provide examples.

The central tenet for all of the models is an understanding the students are unique individuals

who need curriculum that is flexible to their needs and allows them to pursue areas of personal

interest. Students are taught skills to move towards becoming independent learners as well as

effective group members and to see the content they are learning as part of a bigger picture rather

than as separate pieces. Each model looks to maximize time by using acceleration strategies

such as curriculum compacting so that students are working towards mastery of complex skills

and concepts instead of relearning material they already understood or that is not relevant to their

lives. Rimm et al. (2018) note that each model has slightly different takes on how to develop

curriculum for gifted and talented students, but they are consistent with one another which

allows teachers and coordinators to take pieces from different models and use them together to

create a comprehensive model for the students they serve.

✓ Curriculum compacting –Accelerate the curriculum to make more time for students to spend

working on projects of interest and independent study. Use pretests to determine what

students already know and are ready to learn.

o Give students a unit test at the beginning of the unit and then adjust the included content

based on the results. The Algebra 1 textbook for Spokane Schools has end of unit

pretests already made and aligned to the unit objectives.

✓ Independent study projects –Students engage in researching topics of interest and presenting

their findings to authentic audiences. Teacher becomes the facilitator and a resource for

students.

o The ultimate goal of most of the models. Students develop their plan for completing the

in-depth project, conduct the research and practice, and present their solution, project,

idea, to a relevant audience. For a high school math class this could be a proposal to

improve the traffic flow in a neighborhood or through the city based on data from the

current traffic patterns, how the demographics of the area of changed, and projections of

future changes. The student would present their proposal to the city government or the

neighborhood council.

✓ Exploratory experiences – field trips, guest speakers, films that expose students to new ideas

and opportunities that are not typically found in traditional classrooms. Students use these

experiences to find topics that interest them for further study and/or to see the connections

between content.

o In a high school math class this could be visiting an engineering firm to see how

engineers design projects to meet all necessary parameters or having a wildlife biologist

speak about how the economy and the ecosystem are interconnected. Students can

explore those careers or those interests and also see connections between history,

mathematics (and within mathematics), science, and public relations campaigns.

✓ Content part of a larger theme – All learning takes place with an eye towards connections to

past and future learning across all subjects as well as personally to the student. Students look

for rules and patterns in their learning.

 o As students learn how to multiply binomials, they connect back to how to multiply two-

digit numbers by two-digit numbers. What process did they use and why was it

mathematically correct? How can they apply this procedure to binomials? What are the

similarities? What are the differences? Continue to apply this process for multiplying

polynomials.

o Students can ask how this learning relates to their own lives. Why does it matter and

what will I do with this information?

✓ Continual assessment – Frequently assess students to and adjust curriculum content and pace

according to student learning. Evaluate progress and student outcomes relative to program

goals.

o Design curriculum that matches student needs. What does the school currently offer and

what needs to be changed and/or added to increase program offerings for students?

o Deliver instruction using multiple methods, including group projects, lecture,

independent work, reading, etc. and design assessments so that all students can

demonstrate their understanding and learning.

References:

Rimm, S. B., Siegle, D. & Davis, G.A. (2018). Education of the gifted and talented (7th ed.).

Pearson Education, Inc.