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GT-Curriculum (updated June 2000)

Where can I find appropriate curriculum for gifted students and information on differentiating curriculum?


The Center for Gifted Education at the College of William and Mary in Williamsburg, VA has developed comprehensive curricula for high ability learners, grade Kindergarten through 8, in science, language arts, and social studies. The Center has seven science curriculum units containing different real-world situations that confront today's society, plus a guide to using the curriculum. The units are geared towards different elementary levels, yet can be adapted for use at all levels of K-8. The goal of each unit is to allow students to analyze several real-world problems, understand the concept of systems, and conduct scientific experiments. These units also allow students to explore various scientific topics and identify meaningful scientific problems for investigation. Through these units students experience the work of real science in applying data-handling skills, analyzing information, evaluating results, and learning to communicate their understanding to others. The language arts units are available in format packs consisting of one Teacher's Book and ten Literature Packets containing all the short literary pieces referenced in each unit. These prototype curricula, developed under the auspices of the U.S. Department of Education, have undergone rigorous evaluation and have been extensively field tested.

Selected materials are available from:

Kendall/Hunt Publishing Company
P.O. Box 1840
Dubuque, IA 52004-1840


The Center for Gifted Education


Planning Effective Curriculum for Gifted Learners, (1992). Joyce VanTassel-Baska. Denver, CO: Love Publishing Co., 1777 S. Bellaire St., Denver, CO 80222.
Part One is General Issues in the Design and Development of Appropriate Curricula for the Gifted; Part Two is Specific Considerations in Planning Curricula for Special Populations of Gifted Learners. The appendix includes checklists, forms, differentiated activities, and dozens of practical ideas for planning curriculum K-12.

Comprehensive Curriculum for Gifted Learners, Second edition (1994). Joyce VanTassel-Baska. Allyn& Bacon, 160 Gould Street, Needham Heights, MA 02194.
This book examines the development of curriculum for gifted children and presents examples of such a curriculum at the elementary and secondary level.

Curriculum Development and Teaching Strategies for Gifted Learners. Second Edition, (1996). C. June Maker and Aleene B. Nielson. PRO-ED, 8700 Shoal Creek Boulevard, Austin, TX 78757-6897, 512-451-3246.
This text on the education of gifted children is organized into two parts-the first on curriculum principles and the second on application of those principles.

You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used



curriculum development

EJ577425 EC620346
Gifted Education Meets Reggio Emilia: Visions for Curriculum in Gifted Education for Young Children.
Barbour, Nancy E.; Shaklee, Beverly D.
Gifted Child Quarterly; v42 n4 p228-37 Fall 1998
Language: English
ERIC Issue: CIJAUG1999
Reviews and focuses on a comparison of current curriculum models used in gifted-child education and early childhood education. The Reggio Emilia approach to early childhood education, which emphasizes the child's needs, interests, and abilities as the focus of curriculum development, is described.
Descriptor: *Curriculum Design; *Curriculum Development; Early Childhood Education; *Gifted; Models; *Student Centered Curriculum; Student Interests; Teaching Methods
Identifiers: *Reggio Emilia Approach

EJ553974 EC617591
A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers.
Boyce, Linda Neal; VanTassel-Baska, Joyce; Burruss, Jill D.; Sher, Beverly Taylor; Johnson, Dana T.
Journal for the Education of the Gifted; v20 n4 p363-79 Sum 1997
Language: English
Analyzes the use of problem-based learning as a catalyst for developing and implementing curriculum for gifted students that is both challenging and constructivist in approach. It relates metacognition to problem-based learning and describes inservice programs developed for teachers and administrators at the College of William and Mary (Virginia).
Descriptor: Constructivism (Learning); *Curriculum Development; Educational Methods; Elementary Secondary Education; *Gifted; Inservice Teacher Education; *Metacognition; *Problem Solving
Identifiers: College of William and Mary VA; *Problem Based Learning

EJ550586 EC617037
An Integrated-Thematic Curriculum for Gifted Learners.
Tucker, Brooke; Hafenstein, Norma Lu; Jones, Shannon; Bernick, Rivian; Haines, Kim
Roeper Review; v19 n4 p196-99 Jun 1997
Audience: Teachers; Practitioners
Language: English
Describes an integrated-thematic curriculum for gifted students in the context of assumptions about learning and characteristics of gifted learners. Specific strategies and steps in curriculum development are explained and applied to a year-long focus on the theme of "evidence" in a multiaged primary classroom with curriculum units on dinosaurs, mysteries, and Mayan culture.
Descriptor: *Curriculum Development; Educational Methods; *Gifted; *Integrated Curriculum; Primary Education; *Thematic Approach; Units of Study

EJ545967 EC616102
A Multi-Site Case Study of Successful Classroom Practices for High Ability Students.
Westberg, Karen L.; Archambault, Francis X., Jr.
Gifted Child Quarterly; v41 n1 p42-51 Win 1997
Audience: Practitioners
Language: English
This study described 10 elementary schools and classrooms known for meeting the needs of high ability students through differentiated practices. Themes emerging across sites include teachers' advanced knowledge and training, teachers' willingness to embrace change, collaboration, teachers' strategies for differentiating curriculum, instructional leadership, and educational cooperation.
Descriptor: Classroom Techniques; *Curriculum Development; Educational Change; Educational Cooperation; Elementary Education; *Gifted; *Individualized Instruction; *Instructional Leadership; Student Needs; *Teacher Attitudes; *Teacher Characteristics; Teaching Methods

EJ532417 EC614700
A Study of Language Arts Curriculum Effectiveness with Gifted Learners.
VanTassel-Baska, Joyce; And Others
Journal for the Education of the Gifted, v19 n4 p461-80 Sum 1996
Special issue: Effective Practices.
ISSN: 0162-3532
This study of language arts curriculum effectiveness presents data supporting utilization of the Integrated Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for seven elementary classes using the ICM. Implications for heterogeneous classrooms are discussed.
Descriptors: *Curriculum Development; Elementary Education; *Gifted; *Heterogeneous Grouping; Inclusive Schools; Instructional Effectiveness; *Integrated Curriculum; *Language Arts; Literacy Education; Outcomes of Education; *Teaching Models; Writing Improvement

ED398666 EC304958
Gifted Education and Middle Schools Videotape and Book.
Council for Exceptional Children, Reston, VA 1996
59p.; A product of the National Training Program for Gifted Education.
Based on a Council for Exceptional Children Symposium on Gifted Education and Middle Schools, Reston, VA, January 7-9, 1995).
Sponsoring Agency: Office of Educational Research and Improvement (ED),
Washington, DC. Contract No: R206A20102 ISBN: 0-86586-280-X
Available From: Council for Exceptional Children, 1920 Association
Drive, Reston, VA 20191-1589 (Book: Stock No. P5148, $15; $10.50 members; Set: Stock No. M5148, $99; $69.30 members).
EDRS Price - MF01/PC03 Plus Postage. Language: English
This book and video are based on a symposium of leaders in the fields of gifted education and middle-level education, which was held to identify and explore areas of agreement in often contrasting philosophies. Emphasis is on identifying areas of agreement between the fields, areas of tension, and promising directions that could engage educators in mutual planning of appropriate services for all middle-school students. The book includes the following papers: (1) "The Middle School: Mimicking the Success Routes of the Information Age" (Thomas O. Erb) which reviews the historical issues surrounding gifted education and middle-level education; (2) "Middle Schools and Their Impact on Talent Development" (Mary Ruth Coleman and James J. Gallagher) which describes two studies, one which compared attitudes of middle school and gifted educators and the other which looked at current best practices; (3) "Gifted Learners and the Middle School: Problem or Promise?" (Carol Ann Tomlinson) which outlines areas of tension between the two fields and suggests areas where leaders might collaborate; (4) "Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom" (Carol Ann Tomlinson) which provides specific suggestions for differentiating curriculum; and (5) "Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms" (Carol Ann Tomlinson) which provides a matrix of instructional strategies. Appendices include a list of symposium participants and the video script. The video presents views of symposium participants and gifted students on these issues and demonstrates students' needs for both integrated and separate learning experiences.
Descriptors: Cooperative Learning; *Curriculum Development; Educational Environment; Educational Practices; *Educational Strategies; *Gifted; Heterogeneous Grouping; Instructional Development; Intermediate Grades; Junior High Schools; Learning Strategies; *Middle Schools; Social Integration; *Student Development; Student Needs; Student Placement;Talent; Talent Development; *Teaching Methods
Identifiers: *Differentiated Curriculum (Gifted)

ED398665 EC304957
Nurturing Giftedness in Young Children Videotape and Book.
Maker, C. June; King, Margaret A.
Council for Exceptional Children, Reston, VA 1996
64p.; A product of the National Training Program for Gifted Education.
Based on a Council for Exceptional Children Symposium on Nurturing Giftedness in Young Children (Reston, VA, August 11-13, 1995).
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract No: R206A20102
ISBN: 0-86586-282-6
Available From: Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589 (Book Stock No. P5156; $15; $10.50 member; Set: Stock No. M5156, $99; $69.30 member).
EDRS Price - MF01/PC03 Plus Postage.
This book and video are based on a symposium on ways to foster giftedness in children in kindergarten through third grade. Emphasized throughout are DISCOVER projects, federally funded research and development projects to assist Arizona educators in identifying and planning programs for gifted children from diverse cultural, ethnic, and linguistic backgrounds. Chapter 1 profiles model DISCOVER classrooms, young gifted learners, and their teachers. A list of materials for a multiple intelligences learning center is provided. Chapter 2 explains the multiple intelligences model of giftedness and the DISCOVER program. Chapter 3 explains 20 developmentally appropriate practices, including: age-appropriate practices; individually appropriate curriculum; acceptance of diversity; humane, supportive, flexible, and responsive environments; a whole child perspective; active, interactive learning; learner- centered, teacher-facilitated curriculum; integrated curriculum; challenging learning activities and experiences; extensive planning; intrinsic motivation; supportive guidance and discipline; authentic assessment; community-based programs; parent involvement; and collaboration. The S. W. Schiever and C. J. Maker Continuum of Problem Types is presented and applied to the study of cycles in seasons and weather. Appendices provide: a list of symposium participants, a transcipt of the symposium video, and abstracts of DISCOVER projects. The video shows symposium participants addressing issues of talent identification, teacher preparation, and curriculum. Ways that young children who are gifted or talented can be nurtured at school and at home are demonstrated.
Descriptors: *Ability Identification; Classroom Techniques; Cultural Awareness; Curriculum Design; *Curriculum Development; Educational Environment; *Educational Practices; Educational Strategies; Elementary Education; *Gifted; Minority Groups; Parent Participation; Program Development; *Student Development; Talent; Talent Identification; *Teaching Models
Identifiers: Developmentally Appropriate Programs; Multiple Intelligences

EJ511789 EC612252
Appropriate Differentiated Services: Guides for Best Practices in the Education of Gifted Children.
Coleman, Mary Ruth; Gallagher, James J.
Gifted Child Today Magazine, v18 n5 p32-33 Sep-Oct 1995
ISSN: 1076-2175
Target Audience: Teachers; Practitioners
Twelve "best practices" guidelines are offered to provide truly differentiated instruction for gifted students. Guidelines are based on theory, research, and experience and, taken together, result in appropriate differentiated service options.
Descriptors: Curriculum Development; Delivery Systems; *Educational Needs; *Educational Practices; Educational Quality; Elementary Secondary Education; *Gifted; *Instructional Improvement
Identifiers: *Differentiated Curriculum (Gifted)

ED388013 EC304368
Building a Bridge between Gifted Education and Total School.
Improvement. Talent Development Research-Based Decision Making Series 9502.
Renzulli, Joseph S.; National Research Center on the Gifted and Talented, Storrs, CT. Jan1995; 57p.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract No: R206R00001
Available From: NRC/GT, The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
EDRS Price - MF01/PC03 Plus Postage.
Document Type: POSITION PAPER (120)
This monograph addresses the role of gifted education in total school improvement by describing three service delivery components (the Total Talent Portfolio, Curriculum Modification Techniques, and Enrichment Learning and Teaching) and several organizational components of the Schoolwide Enrichment Model (SEM). The report describes how the SEM can serve as a structure for schools trying to develop the talents of all students. It describes each of its three components: (1) the total talent portfolio, a vehicle for systematically gathering and recording information about a student's abilities, interests, and learning style preferences; (2) regular curriculum modification including curriculum differentiation, provision of in-depth learning experiences, and integration of enrichment activities; and (3) enrichment learning through provision of enrichment clusters to multi-age heterogeneous groups of students. The report also addresses schoolwide enrichment and educational reform, key ingredients of school improvement, a gentle and an evolutionary (but realistic) approach to school improvement, and starting the school improvement process. Twelve frequently asked questions about schools for talent development are answered. A glossary is attached.
Descriptors: *Change Strategies; *Curriculum Development; *Curriculum Enrichment; Educational Change; Educational Environment; *Educational Improvement; Elementary Secondary Education; Enrichment Activities; Excellence in Education; *Gifted; Heterogeneous Grouping; Portfolio Assessment; School Restructuring; Student Development; Student Interests; Talent Development; *Teaching Models
Identifiers: Enrichment Triad Model; *Schoolwide Enrichment Model

EJ489447 EC609282
The Impact of Staff Development on Teachers' Ability to Modify Curriculum for Gifted and Talented Students.
Reis, Sally M.; Westberg, Karen L.
Gifted Child Quarterly, v38 n3 p127-35 Sum 1994
Special Issue: Teachers and Talent Development.
ISSN: 0016-9862
Journal Announcement: CIJJAN95
Three levels of staff development were provided to 300 elementary teachers to train them in curriculum compacting for high ability students. Teachers eliminated about half of the content for targeted students. Teachers receiving the most intensive training created higher quality compactor forms for students and used more replacement strategies and more diverse options for targeted students.
Descriptors: *Curriculum Development; Elementary Education; *Gifted; *Inservice Teacher Education; Instructional Effectiveness; *Outcomes of Education; Staff Development
Identifiers: *Curriculum Compacting

EJ481449 EC608367
Gifted Learners: The Boomerang Kids of Middle School?
Tomlinson, Carol Ann
Roeper Review, v16 n3 p177-82 Feb 1994
ISSN: 0278-3193
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJAUG94
A variety of beliefs and practices central to middle schools may cause special difficulties for gifted learners. Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school curricula.
Descriptors: Beliefs; Competency Based Education; Cooperative Learning; Curriculum Development; *Educational Practices; *Educational Principles; Excellence in Education; *Gifted; Grouping (Instructional Purposes); Heterogeneous Grouping; Intermediate Grades; Junior High Schools; *Middle Schools; Student Educational Objectives

ED388027 EC304382
What Educators Need To Know about...Series. Ability Grouping and Curriculum Compacting and Gifted Students and Cooperative Learning and Mentoring and Student Motivation.
Siegle, Del, Ed.; And Others
National Research Center on the Gifted and Talented, Storrs, CT. [1994 22p.; Some pages are very dark and may not copy well.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract No: R206R00001
EDRS Price - MF01/PC01 Plus Postage.
Five pamphlets (Practitioner's Guides) present guidelines from the National Research Center on the Gifted and Talented at the University of Connecticut. The guidelines are supported by theory-driven quality research that is problem- based, practice-relevant, and consumer-oriented. Each pamphlet has a section summarizing research from the literature or topic notes as well as identifying specific implications for the classroom. Practitioner's Guides are titled: (1) "What Educators Need To Know about Ability Grouping" (Del Siegle, Editor); (2) "What Educators Need To Know about Curriculum Compacting" (Del Siegle, Editor); (3) "What Educators Need To Know about Gifted Students and Cooperative Learning" (Del Siegle, Editor); "What Educators Need To Know about Mentoring" (Diana Whitton and Del Siegle, Editors); and (5) "What Educators Need To Know about Student Motivation" (Pamela Clinkenbeard and Marcia A. B. Delcourt, Editors). Each pamphlet contains references.
Descriptors: *Ability Grouping; Acceleration (Education); Classroom Techniques; *Cooperative Learning; Curriculum Development; Educational Methods; Elementary Secondary Education; *Gifted; *Mentors; *Student Motivation
Identifiers: *Curriculum Compacting

EJ470633 EC606738
Linking Curriculum Development for the Gifted to School Reform and Restructuring.
Van Tassel-Baska, Joyce
Gifted Child Today (GCT), v16 n4 p34-37 Jul-Aug 1993
ISSN: 0892-9580
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJFEB94
This paper compares academic performance of American students with that of other countries; addresses responses to poor performance, such as outcome-based approaches to learning and use of national standards; outlines practices being adopted by schools to promote reform; identifies curriculum reform principles; and discusses implications for gifted education at national, state, local, and classroom levels.
Descriptors: Academic Achievement; *Academic Standards; Comparative Education; *Curriculum Development; Educational Change; Educational Objectives; Elementary Secondary Education; *Gifted; *School Restructuring

EJ461185 EC605416
Gifted Curriculum: The State of the Art.
Keirouz, Kathryn S.
Gifted Child Today (GCT), v16 n1 p36-39 Jan-Feb 1993
ISSN: 0892-9580
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Areas crucial to the development of "state of the art" curricula for gifted students are discussed, including differentiation, emphasis on both process and content, interdisciplinary and individualized formats, balance between acceleration and enrichment, and comprehensive and articulated curriculum structure.
Descriptors: Acceleration (Education); Articulation (Education); *Curriculum Development; *Educational Practices; Elementary Secondary Education; Enrichment Activities; *Gifted; Individualized Programs; Interdisciplinary Approach; Special Education

ED379849 EC303722
State Policies Regarding Education of the Gifted as Reflected in Legislation and Regulation. Collaborative Research Study CRS93302.
Passow, A. Harry; Rudnitski, Rose A.
National Research Center on the Gifted and Talented, Storrs, CT. Oct 1993; 107p.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract No: R206R00001
Available From: NRC/GT, The University of Connecticut, 362 Fairfield Rd., U-7, Storrs, CT 06269-2007.
EDRS Price - MF01/PC05 Plus Postage.
Document Type: EVALUATIVE REPORT (142)
Target Audience: Policymakers
This study analyzed state policies on the identification and education of gifted students as reflected in legislation, regulations, rules, recommendations, and guidelines provided by 49 states. The elements examined include: (1) state mandated services, (2) district plans for the gifted, (3) gifted education as part of special education, (4) philosophy or rationale, (5) definitions of gifted and talented, (6) identification procedures, (7) programs for the gifted, (8) differentiated curriculum and instruction, (9) counseling and other support services, (10) parent involvement, (11) program evaluation, (12) teacher education and certification, and (13) state funding for the gifted. The analysis indicated that all states have formulated policies that support education of the gifted and talented but that considerable variability among states exists with respect to specific components. Major recommendations are made in the following areas: establishing challenging curriculum standards; providing high-level learning opportunities; ensuring access to early childhood education; offering extended opportunities for economically disadvantaged and minority children; providing teacher training and technical assistance; and matching the high performance of similar students throughout the world.
Descriptors: *Ability Identification; Compliance (Legal); Counseling; *Curriculum Development; Definitions; Educational Legislation; Educational Philosophy; *Educational Policy; Elementary Secondary Education; Eligibility; Financial Support; *Gifted; National Surveys; Needs Assessment; Program Development; Program Evaluation; Pupil Personnel Services; School Districts; State Aid; State Legislation; *State Programs; *State Standards; Teacher Education
Identifiers: *Differentiated Curriculum (Gifted)



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