Program Models and Curricular Options

Self-Pacing

In this scenario, the student is still practicing continuous progress, but is in control of the pace. For example, if the class is working on a novel, a student may choose to read ahead at a more rapid pace and demonstrate mastery of the required objectives as he progresses or he may be permitted to select something of interest to him and work independently, reporting his findings back to the class.

Enrichment

When a student demonstrates mastery of the concepts, she may work independently on other projects. The student and teacher may develop a menu of topics of interest and/or a variety of methods to expand knowledge and develop unique products. Even though the subject matter is curriculum based, it does not necessarily have to be connected to the current information being presented to the rest of the class.

Curriculum Compacting

More and more classrooms are relying on curriculum compacting to keep the students motivated and on task while encouraging them to produce quality work. Students take a pretest prior to a new unit. Those who demonstrate mastery by passing with 80 – 90 percent (based on teacher preference) have options to work in that specific subject area, but on more intricate types of projects or they can develop ongoing, long term independent study projects and work on them throughout the year – as they continue to demonstrate mastery. The main understanding here is that when a subject or concept that the student still needs to master is presented to the class, he comes back to the group and works together with the class.

Developing Differentiated Curriculum

All this is well and good, but there is one major “handicap” – that four letter word – time! Lesson plans have to be written every week – and if you are in elementary school – that usually means for a minimum of five subjects! With differentiation you are now being asked to develop additional lessons/plans. Have no fear. There are tools out there to assist you.

In Florida, specific gifted standards can be found in CPalms.  The K-12 standards include links to objectives and which course numbers can easily incorporate the standards. 

 

Dr. Joseph Renzulli has created The Multiple Menu for Developing Differentiated Curriculum based on the research and work of several educational theorists. For more information, visit The Multiple Menu Model for Developing Differentiated Curriculum.

This process allows the teacher to design differentiated curriculum units based on the grade level requirements that will work for the entire class – with the acceleration options built in.

Another great resource for developing differentiated curriculum is the book, Teaching Gifted Kids in the Regular Classroom, by Susan Winebrenner. This book contains templates, contracts, and samples of differentiated lessons to help jump start any teacher’s planning!

Let’s check to see what you have learned about differentiating between standard delivery strategies and differentiated delivery strategies. Clicking on the icon will launch the On Target activity. A strategy will be displayed.  Select the appropriate delivery by clicking in the check box or on the words Standard Delivery or Differentiated Delivery. You will receive feedback for each question and at the end of the activity you will receive your score. To close the activity, click on close this window.