February 1, 2014

What the Research Says About Curriculum Delivery Models

Curriculum needs to be responsive to gifted learners and address their differences through the overlapping dimensions of concepts, issues, and themes; process-product; and advanced content. These definitions describe important characteristics that are often associated with exemplary curriculum models in gifted education. Educators need to understand not only these curricular characteristics but also know which curriculum models are effective with gifted and talented learners. They need to apply theoretically-and research-based models of curriculum to ensure specific student outcomes.

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Designing Learning Experiences for the Exceptionally Squared Student

My son’s instruction was not differentiated to meet the needs of a twice-exceptional student, only to that of a gifted child. Due in great part to this personal experience, I have chosen to study twice-exceptional learners in light of curriculum differentiation.

What Is Depth and Complexity?

The need for curriculum and instruction to be modified for gifted students in depth, complexity, and pacing is not a new concept. The Texas State Plan for the Education of Gifted and Talented Students (Texas Education Agency, 1996, 2009) informs districts of this need. The lingering question is how it is best accomplished.

Gifted Education at the Texas Academy of Mathematics and Science: A Model for STEM Talent Development

During the high school years, gifted students should be developing domain-specific talents and the psychosocial skills that are necessary for advanced levels of achievement.

Gifted 101: What Is Intelligence?

A column that focuses on those who are beginners to gifted education. This column touches on several basic issues: familiar ideas, new research, and potential changes taking place in the gifted community. It draws on the topics that I teach in an introduction to gifted education course.

Spotlight on Students: Art as Fashion by Isabella Taylor

I began to paint at a very early age, and it was through my passion for painting and fashion that my current fashion line has become a business. Four years ago, I was exploring mixed media and wanted to learn how to sew, so I signed up for a sewing camp at the Austin School of Fashion Design.