GIFTED AND TALENTED TEACHER - Help educators improve instruction and set

GUIDEBOOK curriculum goals.

BINET, ALFRED (1857-1911)
RESOURCES
- French psychologist who developed the first
useful child intelligence test.
- Lewis Terman adapted the Binet-Simon Test to the
American student, creating the Stanford-Binet Test.
BRAINSTORMING
- A group activity stimulating creative and high-level
thinking.
- Developed by Alex Osborne.
- Involves generating as many ideas related to a
topic as possible, with no criticism.

GIFTED/TALENTED JARGONS
Here are the main points related to gifted and CHANGE AGENT
talented education jargon:
- Someone advocating for a gifted program when
ACCELERATION none exists.
- Covering the curriculum at a fast pace. - Functions include disrupting the status quo,
- Most gifted children often learn new things more offering solutions, providing resource help, and
quickly. matching resource people with problems.

- Eliminates replication and excess drill. COMPACT

- May involve a child skipping a grade in rare cases. - Covering the same material or activities in less
time, allowing more time for enrichment activities.
ACCOUNTABILITY
CONVERGENT THINKING
- The demand for proof that a school is meeting its
obligations to educate gifted children. - Focusing on one particular answer.

ACHIEVEMENT TESTS - Found in Guilford's research model of the

Structure of the Intellect.
- Assess a child's academic knowledge and abilities.
- Required in many intelligence tests.
- Examples include California Achievement Test
(CAT), Scholastic Aptitude Test (SAT), and American CREATIVITY
College Test (ACT). - A complex mental process involving unique idea
- Reveal strengths and weaknesses in academic synthesis.
abilities. - Enhanceable in all subject areas.
- Key figures: J. W. Getzels, P. Jackson, J.P. Guilford, 1. Motivation
E. Paul Torrance, Frank Williams.
- Description: This trait refers to the evidence of a
INDEPENDENT STUDIES desire to learn and the internal drive that initiates,
directs, or sustains individual or group behavior to
- Self-directed learning style.
satisfy a need or attain a goal.
- Students complete activities independently with
- How It May Look: Gifted individuals with strong
guidance from a teacher.
motivation often demonstrate persistence in
MENTOR pursuing tasks they choose for themselves. They
may eagerly engage in both school and non-school
- A supportive individual who spends time with a
activities and show enthusiasm for learning. They
gifted child to listen, share opinions, and offer
have clear aspirations and a strong desire to achieve
advice.
something significant.
PEER TUTORING
2. Interests
- Students teaching or assisting other students.
- Description: Gifted individuals often have intense
- Should not substitute for teaching. and sometimes unusual interests. These interests
could be activities, hobbies, objects, or topics that
POST HOLING
hold special significance for them.
- Encouraging in-depth investigation of subjects,
- How It May Look: They might immerse
ideas, or problems.
themselves deeply in these interests, often going
PROBLEM SOLVING METHOD beyond what is expected or typical for their age
group. Gifted individuals are self-starters who
- Applying prior knowledge to new and unfamiliar
passionately pursue their interests and are not easily
situations.
deterred by challenges or obstacles.
RISK TAKER
3. Communication Skills
- Willingness to take chances to learn new things.
- Description: This trait involves highly expressive
- Opportunities for risk-taking are important in communication using words, numbers, or symbols.
gifted programs. It encompasses the ability to transmit and receive
signals or meanings effectively through various
SELF-ESTEEM
forms of communication.
- Positive self-image or self-concept.
- How It May Look: Gifted individuals may excel in
- Important for gifted children's success. verbal, nonverbal, or artistic communication. They
use examples, illustrations, and elaborations that
TAXONOMY
are particularly apt and insightful, making their
- A step-by-step approach to classifying groups of communication stand out.
things.
4. Problem-Solving Ability
- Benjamin S. Bloom's educational objectives
- Description: Gifted individuals exhibit effective
taxonomy is widely used in schools.
and often inventive strategies for recognizing and
Characteristics and Needs of the gifted learner solving problems. They engage in goal-oriented
thought processes to find solutions.
Twelve Traits of Giftedness: A Non-Biased Profile:
 - How It May Look: They can think critically and individuals engage in directed, controlled, forward-
logically, making them adept at identifying patterns looking, and goal-oriented thought.
and devising systematic strategies to tackle complex
- How It May Look: They can make generalizations,
problems. Gifted individuals are not afraid to change
use metaphors, and think through problems in a
their approach if it's not working and are often
systematic and logical manner. Gifted individuals are
creative problem solvers.
critical thinkers who arrive at plausible answers
5. Memory through well-reasoned processes.
- Description: This trait involves having a large 9. Imagination/Creativity
storehouse of information on various topics and an
- Description: Imagination and creativity
exceptional ability to retain and retrieve that
encompass forming mental images of objects,
information.
qualities, situations, or relationships that aren't
- How It May Look: Gifted individuals tend to learn immediately apparent to the senses. It also involves
quickly, often needing just 1-2 repetitions to master problem-solving through nontraditional patterns of
new material. They pay close attention to details and thinking.
can manipulate and recall information with ease.
- How It May Look: Gifted individuals often
6. Inquiry/Curiosity produce a plethora of original ideas, sometimes
even seemingly unconventional or silly ones. They
- Description: Gifted individuals display a strong
are highly curious, imaginative, and flexible in their
inclination toward asking questions, conducting
thinking, often using everyday materials in ingenious
experiments, and exploring to seek knowledge,
ways.
understanding, or information.
10. Humor
- How It May Look: They often ask unconventional
and thought-provoking questions for their age, and -Description: Gifted individuals convey and
they engage in extensive exploratory behaviors to understand humor effectively. They have a knack for
gain insights into various subjects or situations. synthesizing key ideas or problems in complex
situations in a humorous way.
- How It May Look: They possess a keen sense of
7. Insight
timing in their words or gestures, using humor to
- Description: Insight refers to the quick grasp of illuminate complex ideas. Their humor can be gentle
new concepts, the ability to see connections, and or even occasionally hostile, reflecting their deep
the capacity to sense deeper meanings. understanding of emotions and unusual emotional
depth.
- How It May Look: Gifted individuals make sudden
discoveries and solve problems efficiently by 11. Intensity ("Overexcitabilities")
connecting disparate elements in unexpected ways.
- : This trait refers to the strength of reactions,
They are skilled at drawing inferences, keenly
responses, and behaviors in various areas, including
observant, and capable of integrating ideas from
emotional, intellectual, sensory, psychomotor, and
different disciplines.
imagination.
8. Reasoning
- How It May Look: Gifted individuals may exhibit
- Description: This trait involves employing logical very strong, even extreme, responses to stimuli in
approaches to figure out solutions. Gifted these areas. They seek intense experiences and
intellectual stimulation, often requiring creative - Teachers can support visual learners by providing
outlets for their intensity. clear visual directions, using visual aids, and creating
visual learning materials.
12. Sensitivity
- Visual learners benefit from products like
- Description: Sensitivity involves strong reactions
brochures, posters, and technology projects that
to emotional stimuli, especially in affective and
incorporate visual elements.
social domains.
- How It May Look: Gifted individuals often exhibit Auditory Learner:
a strong sense of compassion, a keen sense of - Auditory learners learn best by listening and
justice, empathy, and moral sensibilities. They may hearing information. They may excel in speaking and
feel socially different, engage in existential worrying, remember information through auditory cues.
and be overly self-critical due to their heightened
sensitivity. - Recommendations for auditory learners include
discussing material with a study partner, reading
Of course, here are brief explanations for each of the aloud, and using auditory aids like mnemonic songs
main points: or rhymes.
Asynchrony in Gifted Students: - Teachers can assist auditory learners by giving clear
verbal instructions, using auditory materials, and
- Gifted students may develop at different rates in
encouraging verbal responses.
social, physical, emotional, and cognitive aspects,
not necessarily matching their age peers. - Auditory learners thrive with products such as
audio recordings, oral presentations, debates, and
- Giftedness itself can lead to asynchrony, with
songs/raps that emphasize listening and speaking.
mental age not necessarily aligning with physical or
emotional maturity. Kinesthetic Learner:
- Emotional and cognitive development often - Kinesthetic learners learn through physical activity
intertwine, sometimes causing perfectionism and and movement. They often struggle with reading
procrastination. and prefer hands-on experiences.
- Gifted students can excel in some areas while - Suggestions for kinesthetic learners include using
struggling in others. touch and movement in learning, creating physical
- Cognitive asynchrony can occur both between models, and associating feelings with information.
different subjects and within a single area of - Teachers can help kinesthetic learners by providing
giftedness. opportunities for physical movement, hands-on
activities, and manipulative learning tools.
Visual Learner:
- Products suited for kinesthetic learners include
- Visual learners remember and understand
experiments, games, learning centers, and physical
information best when they see it. They often think
models that engage their sense of touch and
in images and prefer visual aids like graphs, charts,
movement.
and illustrations.
- Suggestions for visual learners include using note-
taking, flashcards, graphs, and visual metaphors to Characteristics of the Gifted that Tend to
enhance learning. Screen Them Out of the Program:
- Gifted individuals may exhibit traits such as - Recognizing and nurturing their giftedness is
boredom with routine tasks, impatience with crucial, as many gifted individuals may not even be
failures, critical thinking, and emotional sensitivity. aware of their unique abilities.
- They may resist rote homework, prefer autonomy - There are varying learning styles among gifted
in choosing topics, and openly express students, including rapid response, contemplative
disagreement. thinking, logical reasoning, intuitive understanding,
and more.
- Gifted individuals may use humor at unexpected
times and may not conform to authority. - Failure to meet the needs of gifted students can
lead to issues like poor study habits, behavioral
- Recognizing these characteristics is important for
problems, underachievement, and
identifying gifted students who may need tailored
emotional/psychological challenges.
support to thrive in educational programs.
Differentiating curriculum for the gifted
Who Are The Gifted?
learner
- Creative and imaginative individuals are often not
recognized as gifted, even by their teachers. Philosophy of Differentiation:

- Historical examples include famous figures like - Differentiation modifies learning experiences to
Einstein, Beethoven, and Thomas Edison, who faced match the needs and nature of learners.
early setbacks and criticism. - It helps gifted learners convert their potential into
- Gifted individuals often exhibit unique traits that performance.
may not align with traditional expectations. - Different dimensions of curriculum can be
modified, including content, processes, products,
Bright Child vs. Gifted Learners:
and independent study skills.
- Contrasts the characteristics of bright children with
Principles of Differentiation:
those of gifted learners.
- Present content related to broad-based issues,
- Bright children tend to excel in conventional ways,
themes, or problems.
while gifted learners exhibit exceptional creativity,
curiosity, and problem-solving abilities. - Integrate multiple disciplines into the area of study.

The Needs of Gifted/Talented Students: - Allow for in-depth learning of a self-selected topic.

- Gifted and talented students have the same basic - Develop independent study skills.
needs as others but also require special - Foster higher-level thinking skills.
considerations.
- Focus on open-ended tasks.
- These needs include a flexible curriculum, freedom
from structured requirements, access to diverse - Encourage research skills.
learning resources, opportunities to explore - Integrate basic and higher-level thinking skills.
interests deeply, and exposure to real-world
problems. -Encourage the development of innovative products.

- They benefit from brainstorming, asking questions, - Develop self-understanding.

collaborating with peers, and engaging in cultural - Evaluate student outcomes using appropriate
experiences. criteria.
Guidelines for Differentiation (Examples): - Appreciate and accept contributions of others.
Content: - Empathize with others.
- Modify the rate of learning. - Recognize emotions in group dynamics.
- Allow student-selected areas of study. - Generate solutions to ethical dilemmas.
- Include multidisciplinary approaches. - Select viable alternatives for dilemmas.
Process: - Confront issues openly.
- Develop abstract thinking skills. - Adjust to new situations.
- Apply abstract thinking to produce sophisticated - Recognize designated leaders.
products.
- Explore qualities of leadership.
- Integrate basic and abstract thinking skills.
II. Universals of Society:
Product:
- Study other cultures.
- Use multiple forms of communication.
- Attend cultural events.
- Present to diverse audiences.
- Recognize important people and contributions.
- Involve students in the assessment of learning
- Identify problems within society.
activities.
- Explore cultural influences.
Independent Study Skills:
- Discuss contemporary social issues.
- Develop self-directed, independent study skills.
III. Independent Learning:
- Apply independent study skills to areas of interest.
- Create various final products.
- Learn specialized skills relevant to specific areas of
interest. - Work toward quality in final products.

GT curriculum scope and sequence K-12 - Evaluate final product quality.

Elementary Gifted and Talented Curriculum - Begin research techniques.

Objectives: - Select projects that broaden personal experiences.
I. Interpersonal Effectiveness: - Utilize technology for independent learning.
- Accept constructive criticism. - Complete assigned tasks.
- Exhibit appropriate humor. IV. Creativity:
- Recognize giftedness and potential. - Demonstrate fluency, originality, elaboration, and
- Differentiate between being gifted and being flexibility of ideas.
better. - Assess one's own creativity style.
- Investigate specific traits of giftedness. - Use experimentation for new development.
- Participate in group efforts. - Evaluate efforts/products for creativity.
- Follow through with group tasks.
- Differentiate between left and right brain thinking. - Make analogies and inferences.
- Control the shift between left and right brain - Employ inductive and deductive reasoning.
thinking.
- Classify and categorize information.
- Participate in divergent and convergent thinking
Secondary Gifted and Talented Curriculum
skills.
Objectives: (These include objectives from
V. Problem Solving: Elementary, with additional secondary objectives)
- Implement a systematic approach. I. Interpersonal Effectiveness (Secondary):
- Describe problems accurately. - Recognize own giftedness and program placement.
- Implement chosen solutions. - Recognize giftedness in others.
- Brainstorm alternative solutions. - Develop a sense of humor.
- Examine cause and effect relationships. - Analyze the effects of fear, anxiety, and guilt.
- Maintain openness to revision. - Develop self-reliance and self-confidence.
- Incorporate opinions of others. - Plan for one's own future.
- Apply problem-solving techniques to various - Demonstrate empathy.
issues.
- Assume leadership roles.
- Evaluate results and justify chosen solutions.
- Exhibit problem-solving and problem-seeking
VI. Communication: Visual, Oral, and Written: behavior.
- Exercise various communication techniques. - Employ calculated risk-taking strategies.
- Express ideas with clarity. - Accept responsibility for group successes/failures.
- Expand vocabulary. - Analyze components of leadership.
- Produce, edit, and compile materials. - Differentiate among various styles/theories of
leadership.
- Use basic public speaking skills.
- Generate solutions to ethical dilemmas.
- Demonstrate interpersonal communication skills.
- Select viable alternatives for dilemmas.
- Engage in active listening.
- Consider moral aspects of leadership.
- Perform comfortably in front of an audience.
- Examine personal philosophy's effects on decision-
VII. Critical Thinking:
making.
- Distinguish between fact and fiction.
- Analyze personal philosophy.
- Analyze patterns, trends, and sequences.
- Utilize higher-level thinking (Analyzing, Evaluating,
II. Universals of Society (Secondary):
Creating).
- Identify common universals across societies.
- Evaluate paradoxes.
- Compare and examine universals used in societies.
- Question, hypothesize, and draw conclusions - Understand and internalize the creative process.
about social systems.
- Utilize the five senses in creative endeavors.
- Participate in philosophical discussions.
- Analyze different approaches to creativity.
- Relate the impact of current events on societies.
- Formulate unique associations among unlike
- Research contributions of great thinkers. concepts.
- Investigate social system evolution. - Assess one's own style and approach to creativity.
- Expand personal theory of aesthetic taste. - Study current theories of brain research and
neurological studies.
- Critique the media and current events as societal
reflections. - Investigate the difference between artificial and
human intelligence.
- Explore social responsibility concepts.
V. Problem Solving (Secondary):
- Identify major government theories.
- Seek hidden problems.
- Apply democratic principles to self and others.
- Describe problems accurately.
- Analyze current future theories.
- Incorporate creative problem-solving techniques.
- Identify community resources serving universal
systems. - Use systematic problem-solving terminology.
III. Independent Learning (Secondary): - Prescribe alternative solutions.
- Exhibit task commitment to required assignments - Identify possible obstacles and rank alternatives.
and selected projects.
- Implement chosen solutions.
- Employ various questioning strategies.
- Evaluate results and justify chosen solutions.
- Develop listening, observation, and perception
- Apply problem-solving techniques to various
skills.
relevant issues.
- Judge learning experiences by personal standards.
- Apply problem-solving techniques to personal
- Apply time-management techniques effectively. problems.
- Utilize advanced reference skills. - Maintain openness to revision.
- Select appropriate formats and reporting vehicles VI. Communication: Visual, Oral, and Written
for investigations. (Secondary):
- Use the computer as an independent learning tool. - Exercise appropriate communication styles.
- Engage in interpersonal communication with
various parties.
- Differentiate between arguments, discussions,
IV. Creativity (Secondary):
debates, and fights.
- Synthesize learning experiences to create new
- Develop skills in preparing visual communication
ideas/products.
through various media.
VII. Critical Thinking (Secondary): 8. Community Engagement: There is a focus on
community service projects, and students often
- Exercise logic in thinking.
investigate careers and higher education
- Understand implied assumptions. institutions.

- Analyze emotive words. 9. Evaluation and Self-Assessment: Students

evaluate their own work and the work of others, and
- Forecast using extrapolation techniques.
they assess the gifted and talented program's
- Recognize the validity and reliability of data. effectiveness.

The main points of the LPISD (La Porte 10. Leadership and Group Dynamics: Students
Independent School District) Performance develop leadership skills and understand group
dynamics, contributing effectively to group efforts.
Standards for Gifted Students across different
grade levels (Kindergarten-Third Grade, Fourth-Fifth 11. Participation in Fine Arts: This includes
Grade, Sixth-Seventh-Eighth Grade, Ninth-Twelfth reviewing, producing, or performing in various fine
Grade) include: arts forms, such as art, music, dance, and drama.

1. Producing Exemplary Work: Gifted students are 12. Interdisciplinary Projects: Some projects require
expected to produce work that is commendable or interdisciplinary approaches, emphasizing
exemplary and often beyond their age or grade level. understanding patterns, trends, ethical issues, and
multiple perspectives.
2. Reading and Writing Goals: There are specific
reading and writing goals, such as reading a certain 13. Preparation for Standardized Tests: In higher
number of pages per marking period and producing grades, students prepare for standardized tests like
publishable pieces of writing. SAT, PSAT, or ACT.

3. Engagement in Inquiry and Discussion: Students 14. Sharing Work Outside School: Gifted students
engage in shared inquiry methods of discussion, oral are encouraged to share their work in publications,
presentations, and creative dramatics to encourage exhibitions, competitions, and with general
critical thinking and communication skills. audiences.

4. Creative Problem Solving: Gifted students are 15. Participation in Distinguished Achievement
encouraged to demonstrate creative problem- Programs: In high school, there's a focus on
solving methods, applying elements of creativity like completing measures of advanced performances as
fluency, originality, elaboration, and flexibility. described in the Distinguished Achievement
Program.
5. Independent Study: There is an emphasis on
completing independent studies and presenting TOOLS FOR DIFFERENTIATION
learning in various forms.
The main points in the provided text are as follows:
6. Exploration of Multiple Disciplines: Students
explore literature, science, social studies, T.E.A. Toolkit for GT Differentiation:
mathematics, leadership, fine arts, and other - The Texas Education Agency (TEA) has created a
disciplines, often involving hands-on projects. toolkit to help teachers of gifted and talented (GT)
students teach research skills.

7. Use of Technology: Students are encouraged to - The toolkit includes resources for knowledge
use technology for investigations and projects. formation, content-specific resources, tips for
differentiating instruction, research techniques, and Key Strategies for Managing a Differentiated
sample scope and sequence documents. Classroom:
- It's intended to guide teachers in ensuring GT - Provide a strong rationale for differentiating
students engage in professional research and instruction based on student readiness and interest.
produce high-quality products in alignment with the
- Start differentiating at a comfortable pace.
State Goal for Services for Gifted Students.
- Time activities for student success and adjust time
- GT education should be a formative experience,
based on student interest and ability.
laying the foundation for more complex and
advanced work in later grades. - Use an "anchor activity" to manage classroom time
efficiently.
- The toolkit aims to support this educational
journey. - Deliver instructions carefully.
Texas Performance Standards Project (TPSP): - Establish a "home base" for students.
- TPSP's purpose is to capture high levels of - Teach students how to seek help when needed.
academic performance of GT students through
- Foster student responsibility for learning.
independent research aligned with the Texas
Essential Knowledge and Skills (TEKS). - Involve students in discussing classroom
procedures and group processes.
- The state goal for GT students is to demonstrate
skills in self-directed learning, thinking, research, - Utilize flexible grouping to cater to different
and communication by producing innovative student needs.
products and performances of professional quality.
Instructional and Management Strategies
- TPSP offers interdisciplinary units for K-10 students for Differentiated Classrooms
with guided instruction and independent research
opportunities. Strategy: Compacting

- At the high school level, TPSP encourages year-long - Description: A 3-step process involving
independent studies guided by mentors. assessment, planning, and freeing up time for
enriched or accelerated study.
- The goal is to prepare GT students for advanced-
level processes and performances. - Rationale for Use: Recognizes students' prior
knowledge, eliminates unnecessary repetition,
Bloom's Taxonomy: encourages independence, and eliminates
- Bloom's Taxonomy classifies levels of intellectual boredom.
behavior important in learning. - Guidelines for Use:
- The taxonomy has been updated to reflect 1. Explain the process to students and parents.
relevance to 21st-century education.
2. Pre-assess students' knowledge and document
- It uses verbs to describe different cognitive levels, findings.
from remembering and understanding to creating
and evaluating. 3. Allow student choice in how to use freed-up
time.
- The focus is on shifting from nouns to verbs in
describing cognitive processes. 4. Use written plans and timelines for accelerated
or enrichment study.
Strategy: Interest Centers or Interest Groups - Guidelines for Use:
- Description: Provide enrichment for students who 1. Match the mentor with the student's needs.
demonstrate mastery and allow exploration of
2. Define clear goals for the collaboration.
special interests.
3. Provide appropriate preparation for mentors.
- Rationale for Use: Motivates students, satisfies
curiosity, and allows for the study of topics not in 4. Monitor the progress of the mentorship and
the regular curriculum. offer support if needed.
- Guidelines for Use: 5. Connect what is learned in the mentorship to
classroom learning when feasible.
1. Build on student interest.
Strategy: Independent Study
2. Encourage students to help develop interest-
based tasks. - Description: Students and teachers identify
problems or topics of interest for independent
3. Adjust tasks for student readiness.
investigation.
4. Allow students with similar interests to work
- Rationale for Use: Builds on student interest,
together.
teaches planning and research skills, encourages
5. Develop clear criteria for success. independence, and allows in-depth work.
Strategy: Tiered Assignments - Guidelines for Use:
- Description: Varied levels of activities to ensure 1. Build on student interest.
students explore ideas at their readiness level.
2. Allow students maximum freedom to plan
- Rationale for Use: Blends assessment and based on readiness.
instruction, allows students to begin learning where
3. Provide guidance and structure to supplement
they are, and avoids anxiety or boredom.
student planning.
- Guidelines for Use:
4. Use preset timelines to avoid procrastination.
1. Focus tasks on key concepts or generalizations.
5. Use process logs to document the process.
2. Use varied resource materials of different
Strategy: Learning Contracts
complexity.
- Description: Agreements between students and
3. Adjust tasks by complexity, abstractness, and
teachers granting freedoms and choices in
independence.
completing tasks.
4. Ensure clear criteria for quality.
- Rationale for Use: Blends skill and content-based
learning, eliminates unnecessary skill practice,
fosters independence, and allows for extended
Strategy: Mentorships/Apprenticeships
study.
- Description: Students work with a mentor to
- Guidelines for Use:
guide their growth in a particular area.
1. Blend skill and content-based learning.
- Rationale for Use: Extends learning beyond the
classroom, makes learning a partnership, and taps 2. Match skills and content to student readiness
into student interests. and interest.
 3. Allow student choice, especially in content- Strategy: Flexible Grouping
based portions.
- Description: Students work in different groups
4. Establish clear and challenging standards for based on task matching and purpose.
success.
- Rationale for Use: Allows for both mastery and
5. Provide written rules for the contract. exploration, encourages collaboration and
independence, and prevents labeling of students.
Strategy: Learning Centers
- Guidelines for Use:
- Description: Stations or materials for exploring
topics or practicing skills. 1. Ensure all students have opportunities to work
with different peers.
- Rationale for Use: Allows task matching with
student skill levels, encourages skill development, 2. Assign work groups based on task requirements
and enables student-paced learning. or student needs.
- Guidelines for Use: 3. Allow student group selection when suitable.
1. Match tasks to learner readiness, interest, and 4. Teach students cooperative and independent
learning profile. work skills.
2. Avoid having all learners do all tasks at all 5. Establish clear guidelines for group functioning.
centers.
The Eight Steps for Implementing
3. Teach students to record their progress at Curriculum Compacting
centers.
Step One: Identify the objectives in a given subject
4. Monitor what students do and understand at area
centers.
- Define objectives as the desired outcomes of
5. Provide clear directions and criteria for success. learning activities.
Strategy: Adjusting Questions - Recognize that curriculum materials often contain
- Description: Varied types of questions based on more activities than can be taught in the allotted
student readiness, interests, and learning profiles. time.

- Rationale for Use: Ensures all students are - Decide which objectives are relevant and
accountable, avoids anxiety or boredom, and appropriate.
encourages collaborative learning. - Consider criteria such as new learning, workplace
- Guidelines for Use: application, skill development, and alignment with
district priorities.
1. Use open-ended questions and wait time.
- Prioritize objectives by importance.
2. Encourage students to build on one another's
answers. Step Two: Find appropriate pretests

3. Require students to explain and defend their - Use pretests to measure students' skills and
answers. strengths before instruction.

4. Adjust question complexity, abstractness, and - Determine which objectives students have already
time constraints based on student readiness. mastered and which they haven't.
- Identify problems preventing students from - Reduce repetitive practice exercises for students
reaching objectives. who need less practice to master new objectives.
- Consider using objective-referenced tests and - Differentiate between skills compacting and
performance-based assessments. content compacting.
Step Three: Identify students who should be Step Seven: Offer challenging alternatives for time
pretested provided by compacting
- Identify students with specific strengths in - Provide challenging alternatives for students who
particular content areas. have freed-up time due to compacting.
- Pinpoint candidates for pretesting using academic - Options include accelerated curriculum, more
records, standardized tests, performance, and challenging content, individual projects, interest
observations. centers, self-directed learning, and mentorships.
- Use achievement and aptitude tests to gauge - Base decisions on factors such as time, resources,
academic ability. school policy, and student interests.
Step Four: Pretest students to determine their Step Eight: Keep records of this process and the
mastery level of the chosen objectives instructional options available to "compacted"
students
- Define mastery as proficiency typically set at 80-
85%. - Maintain records of the compacting process,
including students' strengths and pretest results.
- Administer formal pretests and consider
performance-based testing. - Document the objectives that were eliminated
and the recommended enrichment and
- Establish a consensus on mastery criteria within
acceleration activities.
the school.
Here are the main points related to creative
- Account for factors like cultural backgrounds and
thinking and the described models:
learning disabilities.
Creative Thinking Skills
- Creative thinking skills involve mental tools for
Step Five: Eliminate instructional time for students
generating ideas.
who show mastery of the objectives
- Four categories of creative thinking skills: fluency,
- Allow students who have mastered objectives to
flexibility, elaboration, and originality.
participate in enrichment or acceleration activities.
- Fluency focuses on generating many ideas.
- Expose these students to new and stimulating
material during class time. - Flexibility focuses on changing ideas.
- Excuse students from class sessions or specific - Elaboration focuses on adding to or extending
learning activities related to mastered objectives. ideas.
Step Six: Streamline instruction of those - Originality focuses on generating new, unique
objectives students have not yet mastered ideas.
- Allow students who have partially mastered - These categories can overlap, such as generating
objectives to progress at a faster pace. unique ideas (combining fluency and originality) or
adding to an idea through combination (using both Reference Framing
elaboration and flexibility).
- Reference framing involves looking at objects
Using Creative Thinking Skills in Education from different perspectives.
- Creative thinking skills can be used with required - It helps individuals see themselves more clearly by
or extended content in education. adopting alternative viewpoints.
- They can reinforce basic skills and understanding. - Activities include looking at natural elements
through different roles or perspectives.
- Promote productive thinking and motivation.
Shared Inquiry
- Encourage students to connect course content
with personal experiences. - Shared Inquiry is a group discussion technique
used to explore the meaning of a story.
- Help students become effective consumers and
innovative producers of information. - Participants read the story in advance.
- Allow students to demonstrate mastery through - Leaders ask interpretative questions to guide the
preferred learning styles. discussion.
- Accommodate different student interests, - Rules for Shared Inquiry include reading the story
abilities, and readiness levels. in advance, discussing only the assigned story, not
introducing outside opinions without evidence
- Make teaching more interesting for teachers.
from the story, and leaders only asking questions.
Divergent Questioning Models
- Provide various models for generating divergent
questions to stimulate creative thinking.
- Models include quantity, viewpoint, involvement,
conscious self-deceit, forced association, and
reorganization.
- Each model prompts questions that encourage
different perspectives, associations, and creative
ideas.

Divergent Thinking Model - Properties

- This model focuses on exploring properties of
objects in creative ways.
- Examples of questions include exploring the
texture of emotions, the color of feelings, the
shape of abstract concepts, the weight of
intangibles, and the sound of abstractions.
- Variations involve combining properties and using
"more" or "less" comparisons.
- Creative activities like collages can be integrated.