Research demonstrates enhanced performance for children who are taught triarchically when compared to those who are not. Dr. Sandra Kaplan believes this can happen. During the keynote, Kaplan explained that teaching and learning should involve connections and relationships across the disciplines. Through depth, complexity, scholarliness, themes, and generalizations, the content for the gifted learner becomes a much more enriching curriculum. Students learn to go in depth within a discipline or across disciplines by looking at rules, trends, ethical considerations, patterns, details, the language of the disciplines, and unanswered questions.
Complexity involves making connections and relationships.
Knowing one level of learning and how it intersects with other levels. Students are encouraged to look at curriculum in more complex ways by looking at things from multiple points of view, across the disciplines, and over time. When working as the practicing professional, students are encouraged to speak the language of the profession, use the tools of the profession, gather evidence, and look at evidence the way the professional would. Kaplan also believes students should practice scholarliness. Some of the ways students practice scholarliness include the search for evidence and findings, making judgements based on criteria, or taking time to ponder important issues.