Quality Curriculum and Instruction for Highly Able Students

Curriculum and instruction for gifted learners should be a response to their learning capacities. Because gifted learners vary considerably as a population, there is no single formula or template for curriculum and instruction that will serve all of them well. In general, however, good curriculum an...

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Bibliographic Details
Published in:Theory into practice 2005-05, Vol.44 (2), p.160-166
Main Author: Tomlinson, Carol Ann
Format: Article
Language:English
Subjects:
Academically Gifted
Academically gifted students
Advanced students
Attention Deficit Disorders
Best Practices
Curricula
Curriculum Guides
Diagnostic Teaching
Economic Status
Educational Needs
Gifted
Gifted children
Gifted education
Instructional design
Learning
Learning disabilities
Learning Problems
Learning rate
Methods
Secondary school curricula
Special education
Talented students
Teachers
Teaching
Teaching Methods
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Summary:Curriculum and instruction for gifted learners should be a response to their learning capacities. Because gifted learners vary considerably as a population, there is no single formula or template for curriculum and instruction that will serve all of them well. In general, however, good curriculum and instruction for gifted learners begins with good curriculum and instruction-that is, curriculum and instruction that is meaning-making, rich, and high level. From that starting point, appropriate modifications for highly able learners typically involve adapting pacing, determining an appropriate degree of challenge, and providing supported opportunities to develop interests. Effective curriculum and instruction for gifted learners will respond to their individual readiness levels, interests, and modes of learning.
ISSN:0040-5841
1543-0421
DOI:10.1207/s15430421tip4402_10