Programmes: Principles and practices
Once gifted and talented students have been identified, our next question might well be "Now what do we do with them?"
While the options are many, the crucial factor in programme development and implementation is to make certain that programmes are appropriate. Using identification as a means to an end, as McAlpine (1996) advocates, rather than an end in itself, helps ensure that the differentiated programme is tailored to the individual strengths and interests of the gifted and talented.
The purpose of defining and identifying giftedness is to uncover individual abilities, qualities, and interests, and the objective of differentiation is to further develop them.
Gifted education, in its simplest terms, is about enabling gifted and talented students to discover and follow their passions. It's about opening doors, removing ceilings, and raising expectations by providing an educational experience that strives towards excellence.
A different way of learning is what kids are calling for. All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual learning needs – has failed them.
(Sarason, 1993, cited in , Tomlinson, 1999, page 1)
The New Zealand Curriculum Framework advocates flexibility and individualisation, but it is questionable whether our classrooms adequately provide for the needs of gifted and talented students.
Possibilities of differentiation
The array of possibilities offered by differentiation may be used to enhance the educational experiences of our gifted and talented students,
creating classrooms tailored to individual size and fit.
- The teacher is clear about what matters in subject matter.
- The teacher understands, appreciates, and builds upon student differences.
- Assessment and instruction are inseparable.
- The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
- All students participate in respectful work.
- Students and teachers collaborate in learning.
- Goals of a differentiated classroom are maximum growth and individual success.
- Flexibility is the hallmark of a differentiated classroom.
(Tomlinson, 1999, page 48)
Ideally, these principles provide a framework for all New Zealand classrooms and for all students. Yet to avoid falling into a one-size-fits-all pattern of differentiation, it is important to look at how to make this happen for gifted and talented students.
Principles of differentiation for G/T students
Due to the unique needs of gifted and talented students, it is essential that educators examine general teaching methods and practices with the aim of differentiating those for the gifted and talented, so that potential comes one step closer to realisation.
The underlying principles guiding differentiation for gifted and talented students are as follows:
- Present content that is related to broad-based issues, themes, or problems.
- Integrate multiple disciplines.
- Present comprehensive, related, and mutually reinforcing experiences.
- Allow for in-depth learning of a self-selected topic.
- Develop independent or self-directed study skills.
- Develop productive, complex, abstract and/or higher order thinking skills.
- Focus on open-ended tasks.
- Develop research skills and methods.
- Encourage the development of products that challenge existing ideas and [that] produce 'new' ideas.
- Encourage the development of products that use a variety of techniques, materials, and forms.
- Encourage the development of self-understanding, that is, recognising and using one's abilities, becoming self-directed, and appreciating likenesses and differences between oneself and others.
- Evaluate student outcomes by using appropriate and specific criteria through self-appraisal and through criterion-referenced and/or specialised instruments.
VanTassel-Baska further elaborates these points when she describes the necessity for:
- continuity
- appropriateness
- diversity
- integration
- openness
- independence
- substantive learning
- complexity
- interdisciplinary learning
- decision making
- challenge.
Differentiation for gifted and talented students means movement both horizontally and vertically from the usual curriculum. It is about expanding horizons and shattering glass ceilings. In gifted education, this is referred to as enrichment and acceleration.