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Curriculum & Programmingfor Gifted Studentsby: Christina Troxell

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Effective Program Options

Effective programming options are selected based on

philosophical, financial, and context-driven decisions

(Hertberg-Davis & Callahan, 2013). General Cluster Grouping

is an effective programming option because gifted students

are grouped together in a regular education classroom with ateacher who has received specialized training on meeting

these diverse student needs (Gentry & Fugate, 2013). This

type of grouping is beneficial for the students because they

receive appropriately challenging material, and can interact

with their intellectual peers (Gentry & Fugate, 2013). GeneralCluster Grouping is also cost effective because additional

teachers do not have to be hired to implement the model.

Existing teachers and classrooms are equipped to meet the

needs of the gifted learners within the general school setting.

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Effective Curriculum

 Gifted learners need a curriculum that:

focuses on rich content which promotesgenuine understanding of the field ofstudy

develops the skills and habits of mind ofpracticing professionals and independentlearners

pushes students forward in thinking andcomfort level. (Hertberg-Davis &Callahan, 2013)

In addition, it is critical that teachers useresearch-based curriculum models whichmeet their unique needs so that measurablestudent outcomes(NACG, n.d.), such as ourVBCPS gifted benchmarks are met.

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Curriculum & ProgrammingOptions Align with Traits of

Gifted Learners

It is in the best interest of gifted students to have tight

alignment among the school system’s operationaldefinition of giftedness, identification protocols, servicedelivery/programming models and curriculum and

instruction models (Hedrick, 2015). Hertberg-Davis andCallahan go on to assert that specialized instructional

settings, programming models, and groupingsaccomplish nothing unless curriculum and instruction is

appropriately and effectively differentiated.

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Guiding Principles

Educators designing gifted education programs andcurriculum must reflect on several philosophical,

economic, and situational questions (Hedrick, 2015).

The National Association for Gifted Children hasestablished Gifted Education Programming Standards

which describe specific student outcomes and practices(2000). Educators and division leaders must consider

gifted student’s learning and development, evidence-based curriculum and instruction practices, learningenvironments in the school division, and economicimpacts of staffing and professional development.

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References2010 Pre-K-Grade 12 Gifted Programming Standards. (2010, September 21). Retrieved December 3, 2015, from

http://www.nagc.org/sites/default/files/standards/K-12 programming standards.pdf

Callahan, C., & Hertberg-Davis, H. (2013). Contexts For Instruction: An Introduction to Service Delivery Optionsand Programming Models in Gifted Education. In Fundamentals of gifted education: Considering multipleperspectives (pp. 161-163). New York, NY: Routledge.

[Digital image of student]. Retrieved from https://www.shelbyed.k12.al.us/images_2014/blog_gifted.jpg

[Digital image of students in a circle]. Retrieved from https://pbs.twimg.com/media/CNxwCjkUYAERVFm.jpg

Gentry, M. & Fugate, M. (2013). Cluster Grouping Programs and TheTotal School Cluster Grouping Model. In C.Callahan (Ed.), Fundamental of Gifted Education:Considering multiple perspectives (pp.213-214). New York,NY: Routledge.

Hedrick, K. (2105) Service Delivery Options and Program Models [video]. Retrieved from Lecture Notes OnlineWeb site: https://collab.itc.virginia.edu/portal/site/cb4dd88f-0bd0-4162-87ec-356491ae96bf/page/

a74dd086-0ac5-4f07-9b0a-b44c475ce2ad

Hertberg-Davis, H. & Callahan, C. (2013). Contexts for Instruction: An Introduction to Service Delivery Optionsand Programming Models in Gifted Education. In C. Callahan (Ed.), Fundamental of GiftedEducation:Considering multiple perspectives (pp.161-163). New York, NY: Routledge.

Hertberg-Davis, H. & Callahan, C. (2013). Defensible Curriculum For Gifted Students: An introduction. In C.Callahan (Ed.), Fundamental of Gifted Education:Considering multiple perspectives (pp.259-262). New York,NY: Routledge.

Standard 3: Curriculum Planning and Instruction. (n.d.). Retrieved December 12, 2015, from http://  

www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k- 

grade-12-3