Talent Development:
Meeting the Needs of All Students
Sandi Campie, QL Consultant
2011-12
Good for All Students but Essential for High Ability Learners
High level of sophistication of ideas
Opportunities for extensions that challenge the most able learners
Potential for tailoring content to individual needs of high ability learners
Use of higher order thinking skills is integral to the lesson (analysis,
synthesis, and evaluation)
Organization of content by key issues or themes
Less emphasis on basic skills once mastery level has been demonstrated
A sufficiently high level of abstraction encouraged
Opportunities for student exploration based on interest
Opportunities for products that are:
Open-ended
Advanced
2011-12
MBAEA9
5 ASSUMPTIONS ABOUT GENERAL CURRICULA

General school curriculum, as it is currently operationalized, is insufficient and
inappropriate for gifted learners. (Iowa Core Curriculum will better address the
needs of gifted.)

General school curriculum needs to be modified for the gifted by reorganization
rather than just adding or deleting. (Every child deserves to learn.)

Appropriate differentiation of the curriculum in one area and at one grade level
affects all areas and levels. It needs to be viewed as a long-term process rather
than a fragmented program. (Individual plans for more than one year are
necessary.)

A curriculum plan for the gifted must be written down and communicated
appropriately within a school district. (Each area where there is a need should
have something in place to address the student needs.)

Curriculum that is planned for gifted learners in schools can benefit a wider
spectrum of students. (Some students with higher than average ability may have
enough interest in a topic to perform at high levels. Students with products or
performances of high quality can stimulate others to higher quality.)
Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted learners. Boston, MA: Allyn & Bacon.
Van Tassel-Baska, J. (1992). Planning effective curriculum for gifted learners. Denver, CO: Love Publishing
(Material in italics added by Sandi Campie)
2011-12
MBAEA9
CHARACTERISTICS OF GIFTED CHILDREN
CHARACTERISTICS
Extreme Curiosity
Involved in Explorations
Is often a self-starter and pursues
individual interests.
Learns rapidly and easily
Creative and Inventive
Like new ways of doing things
Expresses self creatively
High verbal ability
Enjoys words, languages, reads a
great deal
Uses words in a meaningful way
Good sense of humor
Wide variety of interests
Versatile student
Good problem solver
Critical thinker
Sensitive, empathetic for others
Grasps underlying principles and can
easily make generalizations
Strong sense of justice
2011-12
MBAEA9
POSSIBLE TROUBLE AREAS
CURRICULUM IDEAS
Knows a little bit about many things but may not have a depth
of knowledge about any one topic. Always puzzling over things
and ideas. Often a challenge to the teacher because of
questions, and contributions to class.
Often frustrated with lack of activity or meaningless
assignments outside of interest area. The danger is that
educators often assume they will “get it on their own” and do
not strive to differentiate curriculum. May resist interruption.
Off the wall ideas and comments. Easily bored with dull routine
or “correct ideas”.
Experiments, open-ended questions,
trivia games, independent study,
mentors, seminars.
Threat to teacher and peers (large vocabulary, expression,
reading interests, breadth of information). Can talk around
problems and lack of knowledge.
Uses it at the wrong time. Distracting to class. Dry wit may
seem sarcastic, some humor may seem immature or “attention
getting”
Already knows much of the content. May be involved in so
much he does not do anything well. May be a “C” student. May
be disorganized.
May be depended on by other class members. Easily frustrated
when group has difficulty with problem. May appear bossy. May
offer other solutions and appear never to accept the “final
decision”.
Has to find things out for herself.
Has difficulty accepting the illogical.
Needs emotional support. Often gullible, needs for group to run
smoothly.
Challenges teachers to know content.
Frustrated with facts and drill.
Often requires advanced material.
Always ready to take sides and fight for a cause.
Often evaluates and makes judgments about people, ideas, or
events.
Independent study, mentors, real
audiences, long-term assignments,
research skills.
Creative writing, dramatics, group
work, open-ended projects, CPS,
study of creative people.
Debates, word games languages,
wide variety of books, challenge.
Group work, creative writing,
creative dramatics, encourage
students to look for humor, and to
express humor.
Mentors, independent study, broad
reading patterns, realistic goals,
variety, computers.
CPS, problem-based learning,
examine problems in content, school
organizations, cooperative learning.
Experiments, open-ended questions,
group interaction, seminars.
Service projects, group dynamics,
examine emotions of people and
events in content. Make content
personal.
Teach in-depth, problem-based
learning, abstract concepts, longterm assignments.
Current events, problem solving,
group interaction, discussion.
CURRICULUM/INSTRUCTIONAL MODELS FOR THE GIFTED
Van Tassel Baska, 1994
CONTENT








Fast Paced
Proficiency based
Content acceleration
Proficiency based
Diagnostic-prescriptive
approach
Curriculum is compressed
Organized by intellectual
content
Teacher as facilitator
PROCESS/PRODUCT






In-depth on selected topics
Product based
Resource oriented
Organized around scientific or other process
model
Collaborative
Enrichment oriented
CONCEPT






Epistemological-systems of
knowledge and how we
think about knowledge
Aesthetics based
Discussion approach
Organized by themes and
ideas
Socratic method
Dominant emphasis is the
world of ideas
Example: Advanced Placement
Courses
Example: Renzulli’s Enrichment Triad Model
Example: Junior Great Books,
Man— Course of Study,
William & Mary Units
Research Indicates: This type
of proficiency based model is
most effective.
Research Indicates: Process/product models linked
to content are more effective.
Research Indicates: Is highly
effective in increasing student
achievement.
2011-12
MBAEA9