The June Maker Model for GT Curriculum Differentiation

The Learning Environment should: Examples & Notes:

Learning be student-centered focus on the student's interests, input and
Environment ideas rather than those of the teacher
The aim is to create a encourage tolerate and encourage student initiative
learning environment independence
which encourages be open permit new people, materials, ideas and
students to engage their things to enter as well as promote non-
abilities to the greatest academic and interdisciplinary connections
extent possible, be accepting encourage acceptance of others' ideas and
including taking risks opinions before evaluating them
and building knowledge be complex include a rich variety of resources, media,
and skills in what they ideas, methods and tasks
perceive as a safe, be highly mobile encouraging movement in and out of
flexible environment. groups, desk settings, classrooms, and
schools
This can be facilitated by encouraging: Examples & Notes
Content abstractness with content shifting from facts, definitions
and descriptions to concepts, relationships
Modification to key concepts, and generalizations
The aim is to remove complexity with content shifting to inter-relationships
the ceiling on what is rather than considering factors separately
learned, and use the variety with content expanding beyond material
student's abilities to presented in the normal program
build a richer, more study of people including the study of individuals or
diverse and efficiently peoples, and how they have reacted to
organized knowledge various opportunities and problems
base. study of methods of including procedures used by experts
inquiry working in their fields
This can be encouraged by incorporating Examples & Notes
real problems real and relevant to the student and the
activity
real audiences utilising an "audience" that is appropriate
Product for the product, including other students,
teachers, an assembly, a mentor, a
Modification community or specific interest group
The aim is to facilitate real deadlines encouraging time management skills and
opportunities for realistic planning
talented students to transformations involving original manipulation of
produce a product that information rather than regurgitation
reflects their potential. appropriate with the product and the process of its
evaluation development being both self-evaluated and
evaluated by the product's audience using
previously established, appropriate "real
world" criteria
 The June Maker Model for GT Curriculum Differentiation
This can be facilitated by encouraging Examples & Notes
higher levels of involving cognitive challenge using
thinking Bloom's Taxonomy, logical problems,
critical thinking and problem solving
creative thinking involving imagination, intuitive approaches
and brainstorming techniques
open-endedness encouraging risk-taking and the response
Process that is right for the student by stressing
there is no one right answer
Modification group interaction with highly able and motivated students
The aim is to promote sparking each other in the task, with this
creativity and higher sometimes being on a competitive and
level cognitive skills, sometimes on a cooperative basis
and to encourage variable pacing allowing students to move through lower
productive use and order thinking more rapidly but allowing
management of the more time for students to respond fully on
knowledge the students higher order thinking tasks
have mastered. variety of learning accommodating different students' learning
processes styles
debriefing encouraging students to be aware of and
able to articulate their reasoning or
conclusion to a problem or question
freedom of choice involving students in evaluation of choices
of topics, methods, products and
environments