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Differentiation Strategies for Gifted Learners

The document discusses frameworks for differentiating instruction for gifted learners. It describes the Holistic Development Framework which focuses on developing students cognitively, personally, and socially as they mature. The Progressive Program Model is the author's own model that incorporates the Holistic Development Framework and Response to Intervention approaches. It differentiates instruction across three tiers from all students to some to few based on cognitive, personal, and social needs.

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74 views1 page

Differentiation Strategies for Gifted Learners

The document discusses frameworks for differentiating instruction for gifted learners. It describes the Holistic Development Framework which focuses on developing students cognitively, personally, and socially as they mature. The Progressive Program Model is the author's own model that incorporates the Holistic Development Framework and Response to Intervention approaches. It differentiates instruction across three tiers from all students to some to few based on cognitive, personal, and social needs.

Uploaded by

fadzil
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

44 Differentiation for Gifted Learners

Figure 4.3: Holistic Development Framework*

Cognitive
Programming becomes more specific
to abilities as students mature.

Adolescent

Personal Social Development of social


Personal growth in identity awareness and relationships
and self-regulation increases becomes more sophisticated
as students mature. as the students mature.

* Moon and Dixon, eds., 2006. Reprinted with permission from Prufrock Press.

complex material and challenging coursework. At dimension students learn social skills, including
this point, students will require more freedom in how to develop supportive friendships, work on a
choosing learning topics as well as more authen- team, collaborate, and communicate effectively.
tic experiences, tasks, problems, and ultimately Strong social skills are essential for success in the
products. The HDF model also takes into account twenty-first century.
the ways students like to learn information and
perform. The Progressive Program Model
Life choices and decisions for gifted students The Progressive Program Model (PPM) is our
may be more complex than that of the general own model. Its foundations come from both the
population. Therefore, when it comes to personal ALM and HDF, and it also incorporates the RtI
development, it’s important that gifted students three-tiered approach. Please keep in mind that
learn skills in self-regulation, self-efficacy, and while the RtI approach signifies who does the
healthy well-being. Instruction on the personal intervention at each level, the PPM defines the
dimension should also focus on accepting oneself intensity of service at each level. In the PPM (see
as gifted and on growing as a person. Figure 4.4), the three dimensions of cognitive,
Moving out from the personal dimension personal/emotional, and social are differentiated
is the social dimension. As Sidney Moon and into three tiers of all, some, and few. The all/some/
Felicia Dixon suggest, the child’s ability to build few method relates to the numbers of students
and maintain strong social relationships may served at each tier. In the transformation from
facilitate or inhibit the development of talent, the bottom of the pyramid to the top, note how the
especially during adolescence. Gifted students tiers of the cognitive dimension are differentiated
who learn to negotiate complex social situations from simple infused programming to individual-
“enjoy higher levels of well-being and success in ized sophisticated specialty programming. In the
school than their peers who experience social personal dimension, the methodology moves from
alienation or hide their talents in order to be group orientation to individual focus. The social
accepted and popular.” Through the social
31
dimension shifts from broad social awareness
31 Moon and Dixon, eds., 2006.

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