Gifted and Talented (GAT)

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What is curriculum differentiation Differentiation ranges from slight to major modifications of the curriculum through adjustments to content, processes and skills. It provides a planned, documented and challenging curriculum that matches the ability of gifted students to: • learn at faster rates • find, solve and act on problems more readily • manipulate abstract ideas and make connections to an advanced degree Differentiation should include enrichment and extension activities. Enrichment refers to the broadening of the curriculum to develop knowledge, application, thinking skills and attitudes, to a degree of complexity appropriate to the student’s developmental level (Braggett, 1997). Enrichment activities need to be written into unit planners to ensure all students have access to them. Extension activities involve the deepening of students’ knowledge, understanding and skills. A differentiated curriculum is a program of activities that offers a variety of entry points for students who differ in abilities, knowledge and skills. In a differentiated curriculum, teachers offer different approaches to what students learn (content), how students learn (process) and how students demonstrate what they have learned (product). Differentiated instruction is a mix of whole-class, group and individualised activities. (NSW Department of Education and Training, 2004) Differentiated programming is: • having high expectations for each student; • permitting students to demonstrate mastery of material they already know and to progress at their own pace through new material; • providing different avenues to acquiring content, to processing or making sense of ideas, and to developing products; • providing multiple assignments within each unit, tailored for students with differing levels of achievement; • allowing students to choose, with the teacher’s guidance, ways to learn and how to demonstrate what they have learned; and • flexible: teachers move students in and out of groups, based on students’ instructional needs. (Adapted from Tomlinson & Allan, 2000) Prep GAT 11
Prep Gifted and Talented: References Braggett, E. (1997). Differentiated programs for secondary schools: Units of work for gifted and talented students. Highett, Vic.: Hawker Brownlow Education. Rogers, K.B. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press. State of NSW, Department of Education and Training. (2004). Policy and implementation strategies for the education of gifted and talented students, NSW Department of Education and Training. Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD Prep GAT 12
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Gifted and Talented (GAT)

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