Curriculum Models for Gifted Learners

There’s no one-size-fits-all to how anyone learns, and that is especially true for the profoundly gifted. Developing a curriculum that caters to the unique needs of gifted learners requires a deep understanding of how this population learns, meticulous planning, and strategic implementation.

First, we’ll look at the most common models of curriculum design in general.

The Three Main Models of Curriculum Design Used in Education

While there are specific curriculum models for gifted learners—such as VanTassel-Baska’s Integrated Curriculum Model (ICM) and Gagné’s Differentiated Model of Giftedness and Talent (DMGT)—there are more general designs that are used throughout academic institutions.

1. Subject-centered: This curriculum model organizes educational content around specific subjects, including mathematics, science, or language arts. The content typically follows a hierarchy, starting with foundational concepts and progressing to more advanced topics.
2. Learner-centered: On the other hand, this curriculum model prioritizes an individual student’s needs, passions, and abilities. Educators work with students to find opportunities for self-directed exploration which allows them to take an active role in their academic growth.
3. Problem-centered: Using real-world problems is the main focus of this curriculum model. It’s structured around problems that people encounter beyond the classroom; students are expected to investigate, analyze, and solve them collaboratively.

Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL)

Perhaps you’ve heard of inquiry-based learning (IBL) and are wondering how that differs from the problem-centered curriculum model. At first glance, they seem similar.

In problem-based learning (PBL), students tackle real issues, requiring critical thinking and collaboration. Through small group work, students conduct research, form hypotheses, and develop solutions. In contrast, inquiry-based learning (IBL) emphasizes student-driven exploration and discovery. In this curriculum model, they pose open-ended questions, dive into topics independently, and build their knowledge in a self-directed manner.

Strategies for Meeting Gifted Learners’ Needs

To support gifted students who learn differently than others, we need to modify curriculum models. Instead of forcing them to adhere to traditional pedagogy, there are three key ways to meet the profoundly gifted where they are, such as the following:

1. Acceleration
2. Enrichment
3. Compacting

When developing curriculum models for gifted learners, these strategies help educators create a more flexible and invigorating academic environment. Let’s explore them in more detail.

Acceleration

The first strategy is acceleration. Gifted students tend to grasp concepts more quickly and, thus, go through materials at a faster pace than the curriculum of traditional schools. Because of this common trait, these individuals require a chance to explore accelerated coursework. When appropriately challenged with advanced content, they thrive in the classroom even more.

Acceleration can take several forms:

1. Grade-skipping allows a student to move up one or more grades based on their abilities.
2. Subject-specific acceleration means a student with proficiency in a certain topic will advance in that course, but will stay with their peers for other subjects.
3. Early entrance refers to the gifted learner starting school at an earlier age or beginning college courses during high school.

By offering accelerated learning in one of these ways, gifted students stay engaged and intellectually stimulated, preventing boredom and ensuring continuous academic growth.

Enrichment

Enrichment activities give gifted students opportunities to explore topics in greater depth than the standard curriculum allows. This strategy doesn’t necessarily accelerate what’s being learned; rather, it enhances their learning experience by adding complexity and variety. Here are some examples of enrichment for gifted learners:

• Independent study lets gifted students go at their own pace as they choose which topics to learn about beyond the core curriculum.
• Pull-out programs are a unique option for gifted learners, as they allow them to remain in their regular schools while being “pulled out” for certain periods to engage in specialized learning.
• Summer programs keep gifted individuals’ minds busy during the school’s off-season. There are plenty of opportunities for kids of different ages and interests, all of which support intellectual growth and friendship-building.
• Extracurricular activities such as clubs, competitions, and one-off events help individuals dive deeper into topics or hobbies they enjoy while being around like-minded peers.

Critical thinking, creative problem-solving, and building a community are common benefits of enrichment in addition to curriculum for gifted learners. These skills, in turn, support gifted students’ performance in the classroom. And, spending more time on topics they care about fosters their overarching passion for learning.

Compacting

The third strategy is compacting, which involves streamlining the core curriculum by eliminating already-mastered content. This frees up time for more advanced or enrichment activities. Compacting requires thoughtful collaboration between educators and the gifted learners in their classes. Here’s what compacting typically involves:

• Identification of objectives: Gifted students need to practice self-advocacy to ensure their needs are met. One way they can do this is by asking their teacher which learning goals and/or skills are required for a particular subject.
• Pre-assessment: The teacher needs to assess the gifted student’s existing knowledge and skills before starting a new unit or topic.
• Elimination of redundancy: Once the test proves the student has already mastered certain content, they can skip over that material.
• Alternative content: Together, the teacher and student can brainstorm more challenging topics or alternative activities to replace the mastered content.

Everyone wants to feel like they’re making the most of their day. Compacting can help tailor curriculum for gifted learners, so they spend their time in meaningful and engaging ways.

How Davidson Academy Creates Its Curriculum

Davidson Academy is the first free public school for profoundly gifted middle and high school students. There are a number of objectives integrated across grade levels and critical thinking skills. Davidson Academy’s curriculum best fits into the learner-centered curriculum model for gifted students.

Key Attributes of Davidson Academy’s Curriculum

• Prospective Learning Plans: Each student who attends Davidson Academy creates a personalized Prospective Learning Plan (PLP) with the help of their family, a guidance counselor, and the curriculum team. This aspect of the curriculum design is a hallmark of the learner-centric approach, emphasizing customization and catering to the individual’s needs and goals.
• Ability Grouping vs. Age Grouping: Instead of grouping students by age as traditional schools do, Davidson Academy forms classes based on ability. This ensures students are placed in a learning environment that matches their capabilities.
• Access to Acceleration & Asynchronous Learning: At Davidson Academy, middle school students can access both middle school and high school level curricula simultaneously. Such flexibility caters to the unique pacing needs of each gifted person.