An Integrated Model for Gifted and Talented Education Curriculum

The Baltimore County Public Schools Gifted and Talented Education curriculum addresses the needs of students who require learning experiences beyond the standard curriculum. It serves students who, when compared with others of their age, experience, or environment, demonstrate high levels of performance in the areas of art, English language arts, mathematics, science, or social studies.

A variety of philosophies have shaped the thinking of educators in designing a curriculum that achieves an optimal match between the learner capacity and level of challenge. We believe that the most effective design is one that integrates a combination of approaches.

This integrated framework combines elements from three relatively distinct curriculum models that have proven successful with students in gifted education programs:

• An Overarching Concept: Through discussion, reading, and reflection, students generate and apply generalizations about a key concept, such as change. The concept dimension provides students with opportunities to make cross-disciplinary connections, use critical and creative thinking, and develop insight and self-awareness.
• Advanced Content: Assessment for proficiency enables students to progress through the skills and concepts in the content area as they demonstrate mastery. Compacting the Essential Curriculum allows students to move on into more advanced content, which is usually accelerated at least one year above grade level.
• The Process/Product Dimension: Students design investigations and explore a topic of personal interest. Students act as a "professional" in their discipline, constructing knowledge and applying it meaningfully in high quality products. Learning is self-directed and incorporates technology in an open-ended problem-solving approach.
  

We believe that each of these curricular dimensions is essential in addressing the unique abilities and learning styles of students identified for the Gifted and Talented Education Program.

We would like to acknowledge the work of Joyce Van-Tassel-Baska and the College of William and Mary Center for Gifted Education whose research and curricula served as resources for the development of the integrated curriculum framework.