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  • Handbook Curriculum Models Chart2

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    Gifted learners deserve to be encouraged in their areas of passion (Cross) The ICM does not have any direct implications for conceptualizing giftedness as a growth model. The MMM does not particularly direct students conceptualization of giftedness. Gifted learners may suffer from imposter syndrome?

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    Gifted learners deserve to be encouraged in their areas of passion (Cross) The ICM does not have any direct implications for conceptualizing giftedness as a growth model. The MMM does not particularly direct students conceptualization of giftedness. Gifted learners may suffer from imposter syndrome?

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    8 views1 page

    Handbook Curriculum Models Chart2

    Uploaded by

    api-261924397
    Gifted learners deserve to be encouraged in their areas of passion (Cross) The ICM does not have any direct implications for conceptualizing giftedness as a growth model. The MMM does not particularly direct students conceptualization of giftedness. Gifted learners may suffer from imposter syndrome?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    Social

    EmotionalNeeds

    ParallelCurriculumModel(PCM)

    IntegratedCurriculum
    Model(ICM)

    MultipleMenuModel(MMM)

    Giftedlearnersneedto
    ThePCMseemssetuptoaccommodate
    spendtimewithintellectual learnersinheterogeneoussetting,but
    peers(Cross).
    wouldalsobeapplicabletoa
    homogenoussetting.

    TheICMisidealfor
    teachinggiftedlearnersin
    ahomogenous
    environment.

    TheMMMissetuptoguideteachers
    throughtheprocessofsettingupa
    curriculumitcouldbeusedina
    heterogenousorhomogenoussetting.

    Giftedlearnersdeserveto
    beencouragedintheir
    areasofpassion(Cross).

    Dependingontheimplementation,PCM
    hasthepotentialtoaddressthisneed.As
    longastheyhavetheabilitytoengagein
    afieldofstudywhichintegratestheir
    passion,theywillbeabletodedicate
    themselvestoworkingtowardsexpertise.

    TheICMprovides
    extensionactivitiesfor
    studentstobuildontheir
    passions.

    Withinthesubjectarea,MMMprovides
    anopportunityduringtheKnowledge
    Menu(PhaseIII)tofurtherexploreareas
    ofinterest,whichwouldideally
    incorporatetheirareasofpassions.

    Giftedlearnersshouldbe
    taughttoconceptualize
    giftednessasagrowth
    model.

    ThePCMpromotestheconceptof
    learningforallstudentsassuccessive
    risktakingandgrowthofunderstanding
    untilstudentsaccomplishexpertstatus.

    TheICMdoesnothave
    anydirectimplicationsfor
    conceptualizinggiftedness
    asagrowthmodel.

    TheMMMdoesnotparticularlydirect
    studentsconceptualizationofgiftedness.

    Emotional,physicaland
    intellectualgrowthofgifted
    learnersisoftenoutof
    sync.

    ThePCM,becauseofitsapplicationto
    bothgeneralpopulationsandgifted
    learners,providesflexibilitytoteachallof
    thesefacetstolearnersattheirownlevel.

    TheICMdoesnotaddress
    thisfacetof
    socialemotional
    characteristicsdirectly.

    TheMMMdoesnotaddressthisfacetof
    socialemotionalcharacteristicsdirectly.

    Giftedlearnersmaysuffer
    fromimpostersyndrome
    giftedstudentsmaybe
    reluctanttotakeacademic
    risks.

    ThePCMencouragesthestudentsto
    takesmallriskstograduallyprogress
    towardsexpertiseinafield.Thishasthe
    potentialtocombatthisunderstanding.

    TheICMdoesnotaddress
    thisfacetof
    socialemotional
    characteristicsdirectly.

    TheMMMdoesnotaddressthisfacetof
    socialemotionalcharacteristicsdirectly.

    Giftedstudentsmaybe
    easilyhurtbyperceived
    criticism.

    Unknown.

    Unknown.

    Unknown.

    Giftedstudentsarealso
    introvertedand/orshy.

    Unknown.

    Unknown.

    Unknown.

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