Programs+and+Curriculum


 * Gifted Programs and Curriculum: The Perfect Marriage **
 * Effective Program Options: **Because I have assisted in the development of the //cluster// model at my high school, I am confident that this grouping method is the most effective for our students in Virginia Beach. I also see the benefit of Renzulli's //Schoolwide Enrichment Model.// This provides students with an opportunity to "revolve in and out of a resource room to work on special projects." Whether these projects focus upon special interests of the individual student, or if they are school-based needs, the students have the opportunity to expand their research and product for personal enrichment. The pullout program can be effective if practiced with a plan. Students pulled from non-academic classes (i.e. study blocks or similar free/open classes) to participate in "well-planned, challenging, and integrated curriculum, this program can offer gifted children good opportunities for developing high-level skills." (Davis, 1998) Magnet/Academy Schools offer students choices based upon their individual strengths. In our district, we are afforded many options for students that range from Science to technology. The Governor’s School for the Arts provides our students with “Intensive, in depth, accelerated program of studies provided by over 60 professional artists, university professors and art educators.

**Effective Curriculum:**Over the past several months, I have been working to develop Grant Wiggins and Jay McTighe's //Understanding by Design//. This backward design strategy is not new, but for me the process of the three stages brings a concrete flow between content, teacher, and student. Treffinger's approach of developing independent thinkers is noble in theory. This model may provide positive results for many teachers, but my concern is the teacher that may provide too much information or too little, assessments that can be too open-ended; and possible gaps in transfer or meaning-making. Wiggins and McTighe's backward-design offers the teacher the opportunity for student-centered learning, where possible, as well as a more direct approach when necessary. Collaborative planning on the part of teachers, departments, or teams has the potential to refine and develop creative curriculum that will reach the various needs of the gifted learner. Evaluating and developing balanced assessments that may provide students the with opportunities for successful transfer. Joseph Renzulli's collaboration with Carol Ann Tomlinson, Sandra Kaplan (and others) has helped to create and refine the Parallel Curriculum. "The Core Curriculum, Curriculum of Connections, Curriculum of Practice and the Curriculum of Identity" are four ways of thinking about course content. Teachers are able to enrich their content curriculum by implementing any or all of these models when appropriate for the purpose of challenging their students in a manageable framework.**Links Between Programs, Curriculum, and Gifted Traits:**All students learn when their individual interests are tapped. Preassessing students for interest, readiness, and learning style (profile) allows the gifted learner the opportunity to **demonstrate** their potential. Too often our identified gifted learners are not aware of their own potential and are seldom challenged to reach beyond their personal expectations.

The gifted education programs in Virginia Beach offers elementary and middle school gifted students the cluster model which can expose these students to a rigorous curriculum and makes any content relevant. Old Donation Center and Kemps Landing Magnet School have  been created to provide choices for our gifted students and their parents who seek greater academic challenges.

Effectively identifying gifted students, providing programs that meet the needs of students, parents, and community, and developing and implementing curriculum that is presented by professionally trained teachers will offer opportunities for success.

**Principles That Need Our Focus When We Design Curriculum, Instruction, and Programs for Gifted Learners:**

I started the breakdown the principles by curriculum/instruction/programs and realized that many of the principles overlapped. For the purpose of clarification (and simplicity from my perspective), I have listed those principles I have identified.
 * Benchmarks
 * Course Standards (as well as concepts and language)
 * Learning Profiles
 * Student Interests
 * Creativity/Higher Order Thinking/Exploration
 * School/District Culture
 * Economic Budget
 * <span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 16px;">Professional Development
 * <span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 16px;">Collaboration
 * <span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 16px;">Differentiation
 * <span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 16px;">Parent Involvement
 * <span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 16px;">Race/Gender/Socio-Economic profiles
 * <span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 16px;">Support Systems – students/parents/teachers