Principles of Good Principles of Good CurriculumCurriculum

LTI onLTI on

the gifted the gifted

and talentedand talented

LTI Principles and FrameworkLTI Principles and Framework

Present content that is related to broad-Present content that is related to broad-based issues, themes or problemsbased issues, themes or problemsIntegrate multiple disciplines into the areas Integrate multiple disciplines into the areas of studyof studyPresent comprehensive, related and Present comprehensive, related and mutually reinforcing experiences within an mutually reinforcing experiences within an area of studyarea of studyAllow for in-depth learning of a self Allow for in-depth learning of a self selected topic within an area of studyselected topic within an area of study

Promote and develop independent or self Promote and develop independent or self directed skillsdirected skills

Develop productive, complex, abstract Develop productive, complex, abstract and/or higher level thinking skillsand/or higher level thinking skills

Focus on open ended tasksFocus on open ended tasks

Develop research skills and methodsDevelop research skills and methods

Integrate basic skills and higher level Integrate basic skills and higher level thinking skills into the curriculumthinking skills into the curriculum

Encourage the development of products Encourage the development of products that use a variety of techniques, materials that use a variety of techniques, materials and formsand forms

Encourage the development of self-Encourage the development of self-understandingunderstanding

Evaluate student outcomes by using Evaluate student outcomes by using appropriate and specific criteria through appropriate and specific criteria through standardized and CR instrumentsstandardized and CR instruments

Four Ways to Adjust Content for Four Ways to Adjust Content for the Giftedthe Gifted

Acceleration – move more rapidly through the subject Acceleration – move more rapidly through the subject area.area.– Mammoth amount of research done by DukeMammoth amount of research done by Duke– High reviewsHigh reviews– Works well for younger children – parent supportWorks well for younger children – parent support– Example: algebra 5th gradeExample: algebra 5th grade

Enrichment – Enrichment – – Works well for younger children – parent supportWorks well for younger children – parent support– What is good enrichment?What is good enrichment?

Sophistication – propel them to the upper level. Teach Sophistication – propel them to the upper level. Teach the laws of math.the laws of math.Novelty – something differentNovelty – something different

MathMath ScienceScience Lang ArtLang Art Soc StSoc StAlgebra . In 5Algebra . In 5thth Chemistry and Chemistry and

Physics in ElemPhysics in ElemEarly grammarEarly grammar Early World Early World

HistoryHistory

Changing bases in the Changing bases in the number systemnumber system

Data collectionData collection Short storiesShort stories

PoetryPoetry

Reading bios of Reading bios of historical historical peoplepeople

Laws of MathematicsLaws of Mathematics Laws of physicsLaws of physics Structural Structural sonnets, playssonnets, plays

Applied Applied economicseconomics

Probability and Probability and StatisticsStatistics

Role of science Role of science on a molecular on a molecular levellevel

Clay and silly Clay and silly putty modelsputty models

Differentiation is a RESPONSE to a Differentiation is a RESPONSE to a difference in child.difference in child.

TraitTrait Logical ResponseLogical ResponseSpeed of learningSpeed of learning Compact Compact

curriculum increase depthcurriculum increase depthSelf-directedSelf-directed (passion for something)(passion for something) Independent studyIndependent study

CreativeCreative Allow for a creative component in Allow for a creative component in allallprojectsprojects

Motivated by real problemsMotivated by real problems Mentorship – provide “real life” Mentorship – provide “real life” problems, Interest Clubsproblems, Interest Clubs

PassionatePassionate Ability to pursue things that he is Ability to pursue things that he is interested ininterested in

What 3 things or rules do we need?

1.Open ended tasks

2.Self-selected/independent

3.Abstract, varied

General Curriculum Principles General Curriculum Principles June MakerJune Maker

Curriculum can different in basically three Curriculum can different in basically three waysways

Breadth or DepthBreadth or Depth

In tempo or paceIn tempo or pace

In kind and nature In kind and nature

““Different disciplines lend themselves to Different disciplines lend themselves to curricular adaptations differently.”curricular adaptations differently.”

Henry PassowHenry PassowEssays on the IntellectEssays on the Intellect

Passow’s QuestionsPassow’s Questions

WOULDWOULD all kids want to be involved? all kids want to be involved?

COULDCOULD all kids participate? all kids participate?

SHOULDSHOULD all kids be expected to succeed all kids be expected to succeed in such learning experiences?in such learning experiences?

Curriculum Is:Curriculum Is:

What are you going to teach?What are you going to teach?

How is the child going to think about what you How is the child going to think about what you teach?teach?

How will the child demonstrate what he/she How will the child demonstrate what he/she has learned?has learned?

Meet the child’s needs!Meet the child’s needs!Content + Process + Product = CurriculumContent + Process + Product = Curriculum