Emanuel Torralba & Jennifer Kelly
Gifted Curriculum Models
Model
Description/definition & Characteristics
a) Integrative
Education
Model
http://www.cont
ext.org/iclib/ic1
8/clark/
*Purpose: teaching strategies for gifted students
which enhances learning
*7 Keys to Optimizing Learning:
1. The Responsive Learning Environmentdeveloping supportive attitudes toward learning
2. Relaxation And Tension Reduction- 6 systems
of relaxation are offered to allow the mind & body
to work together
3. Movement And Physical Encoding- creating
physical movement throughout the day through
activities
4. Empowering Language And Behavior- giving
students undivided attention when they share
concerns or achievements
5. Choice And Perceived Control-giving students
clear choices result in good-decision making skills
6. Complex And Challenging Cognitive Activityintegrating all functions of the brain to make
learning stimulating
7. Intuition And Integration- the development of
intuition through activities involving all parts of
the brain
b) Multiple Menu
Model
http://www.gift
ed.uconn.edu/m
mm/mmmart01.
html
*Purpose: to provide strategies for teachers to
assist in the curriculum writing process
*The multiple Menu Model: consists of various
suggestions and guidelines for writing curricula
*Characteristics: 6 menus which provide a range
of options for creating curricula such as
Connect to GA
Delivery Model(s)
Cite peer- reviewed journal article
*Approved Innovative
Models
I had a difficult time finding a peerreviewed article for this model. I did find
Barbra Clark’s book on this topic though.
Clark, B. (1986). Optimizing learning:
the integrative education model in the
classroom. Columbus, Ohio: Merrill
Publishing Co.
*All GA Delivery
Models since it can be
used by any teacher to
design curricula
Renzulli, J.S. (1988). The Multiple Menu
Model for Developing Differentiated
Curriculum for the Gifted and Talented.
Gifted Child Quarterly 32(3). 298-309.
doi: 10.1177/001698628803200302
Emanuel Torralba & Jennifer Kelly
instructional strategies, instructional sequences,
artistic modification, and instructional products
which contains concrete and abstract products
c) School-wide
Enrichment
Model
d) Autonomous
Learner Model
e) Purdue ThreeStage
Enrichment
*Purpose: originally designed for academically
talented students
*III Types of Enrichment: Type I is to expose
students to a variety of topics which is not
normally a part of the curriculum, Type II is to
promote a wide-range of thinking and feelings,
Type III consists of students producing knowledge
and art to help service a specific audience
*Characteristics: SEM eliminates complaints of
unfairness by including students not excluding
them/ SEM is very flexible and allows schools to
mold the program to fit their needs
*Purpose: to help students become independent
and responsible learners by increasing their
responsibility for their own learning
*5 Dimensions: Orientation- acquaints students,
parents and teachers on the students’ giftedness
and talents, Individual Development- developing
skills to promote self-directed learners,
Enrichment Activities- differentiation towards
student interests, Seminars- research and present in
small groups, In-Depth Study- students pursue an
area of interest to produce, present and evaluate
*Characteristics: very similar to SEM and can
incorporated into regular classrooms
*Purpose: creates an appropriate learning
environment for gifted and talented students
Direct Services
*Resource Class
and/or
*Cluster Grouping
(for primary grades)
Olenchak, R.F., & Renzulli, J.S. (1989).
The Effectiveness of the Schoolwide
Enrichment Model on Selected Aspects
of Elementary School Change. Gifted
Child Quarterly, 3(1), 36-46.
doi: 10.1177/001698628903300106
*Resource Class
and/or
*Advanced Content
(for secondary grades)
*Resource Class
* Cluster Grouping
Shanhong, Z., Cunchen, T., & Hong, P.
(2014). Autonomous Learning Model for
College Students under Multimedia
Environment. Journal Of Chemical &
Pharmaceutical Research, 6(5), 13991402.
*Resource Class
(primary grades)
Altintas, E., & Ozdemir, A. S. (2012).
The Effect of Teaching with the
Emanuel Torralba & Jennifer Kelly
Model
f) Parallel
Curriculum
Model
g) Integrated
Curriculum
Model
*5 Components: Program Goals, Student
Selection and Grouping, Trained Teachers,
Curriculum and Instruction
*Characteristics: has curriculum development as
well as development components
*Advanced Content
(secondary grades)
Mathematics Activity Based on Purdue
Model on Critical Thinking Skills and
Mathematics Problem Solving Attitudes
of Gifted and Non-Gifted Students.
Procedia - Social And Behavioral
Sciences, 46(4th WORLD
CONFERENCE ON EDUCATIONAL
SCIENCES (WCES-2012) 02-05
February 2012 Barcelona, Spain), 853857. doi:10.1016/j.sbspro.2012.05.212
*PCM
*Developed by Dr. Carol Ann Tomlinson
*Purpose: make instruction more inclusive based
on learner’s ability, interest, and/or grade level
*4 dimensions: Core Curriculum, Curriculum of
Connections, Curriculum of Practice and
Curriculum of Identify
*Characteristics: powerful knowledge goals, big
ideas, advance organizers, motivated intro
experiences, challenging learning activities,
aligned assessments
*Core Curriculum:
direct connection as
all GA teachers are
required to teach the
Common Core
Georgia Standards
*Advanced Content
Classes
Karnes, Frances A. (2008-11-01).
Methods and Materials for Teaching the
Gifted (Kindle Location 2256).
Sourcebooks, Inc.. Kindle Edition.
* Multidisciplinary
Integration: standards
are organized from the
disciplines around a
theme
*Fusion: teachers fuse
skills, knowledge, or
even attitudes into the
regular school
Fogarty, Robin. (Palatine, II.: Skylight
Publishing, Inc. 1991). The Mindful
School: How to Integrate the Curricula.
*ICM; also known as interdisciplinary teaching,
thematic teaching, synergistic teaching
*Purpose: make connections across disciplines
and to real life to skills learned in class.
*Suggested models to improve integration:
Fragmented Model, Connected Model, Nested
Model, Shared Model, and Sequenced Model
among others
*Characteristics: often focuses on one specific
Emanuel Torralba & Jennifer Kelly
h) The Grid: A
Model to
Construct
Differentiated
Curriculum for
the Gifted
i) Talents
Unlimited
Model
j) Pyramid
Model
theme
curriculum
*Resource Delivery
Model
*Collaborative
Teaching
*Service Learning
*Learning Centers
*Developed by Sandra Kaplan
*Known as Kaplan’s Grid
*Components: theme, content, process, and
product
*Advanced Content
Classes
*Enrichment
*TU
*Developed by Carol Schilichter; Dr. Calvin
Taylor, Howard Gardner, Robert J. Sternberg
*helps teachers recognize and nurture the multiple
talents of students
*Talents are based on word-of-work needs
*Talents: Academic, Productive Thinking,
Decision Making, Planning, Forecasting, and
Communication talent
*Characteristics: easy to adapt to wide range of
students, current school structures, and
inexpensive to implement
*Resource Class
*Direct Services:
advanced content
*Enrichment
Haskew, Breanda J. Talents Unlimited.
A Critical and Creative Thinking Skills
Model. Awareness Packet. (1995)
*Purpose: get students to fullest potential, meet
the student’s individual needs via differentiated
*4 Levels/Sides:
*Collaborative
Teaching
*Direct Services:
http://www.dbqschools.org/district/progr
ams/gifted-talented/
Emanuel Torralba & Jennifer Kelly
Level 1: School-Wide Reg Classroom: In classenrichment, cluster grouping, enrichment
Level 2: Resource: Challenge & Enrichment,
Special Classes, Compacting & Contracting
Level 3: Individualized: Acceleration, Mentor
Level 4: Support Roles: Counselor, Staff
Development, Talent Development, Parent
Development
Resource Class
*Cluster