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“Differentiation” is one name for the process of modifying learning experiences so that they “match” the needs and nature of the learners. As applied to the education of gifted students, differentiation is a method for realigning curricula in order to assist the gifted learners to convert their potential into performance.
There are several dimensions of curriculum that can be modified. These include (1) the content, or subject matter; (2) the processes, or thinking skills; (3) the products or outcomes of learning; and (4) the independent study skills. Within this guide, strategies will be presented for changing each of these dimensions of curriculum.
The recommendations within this guide are based on the following assumptions regarding the education of gifted and talented students:
The education of gifted students is part of each school’s commitment to provide quality services to all students.
Gifted students need to (a) master required content, (b) learn basic skills, (c) present ideas through innovative product forms, and (d) understand how to access and organize information. However, mastery of the required curriculum is not sufficient for the development of gifts and talents. • Gifted students may be gifted in one content area and not gifted in other areas.
Gifted students can be gifted and be culturally diverse, have a handicapping condition, be economically deprived, and/or have a behavior problem. These conditions should be not be viewed as deficits but rather as indicators of individual differences within the population of gifted students.
Planned learning experiences for gifted students should be developed based on a clear understanding of the characteristics that distinguish gifted students from their age peers (for whom the regular curriculum is planned).
Student learning should be expressed by developing quality, innovative and advanced products which are shared with an audience.
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