Group interaction and simulations, flexible pacing, and guided self-management are a few of the methods for managing class activities that support process modification. Gifted students learn best in a receptive, nonjudgmental, student-centered environment that encourages inquiry and independence, includes a wide variety of materials, provides some physical movement, is generally complex, and connects the school experience with the greater world. Although all students might appreciate such an environment, for students who are gifted it is essential that the teacher establish a climate that encourages them to question, exercise independence, and use their creativity in order to be all that they can be. Back to the Table of Contents Modifying Product Expectation and Student Response Teachers can encourage students to demonstrate what they have learned in a wide variety of forms that reflect both knowledge and the ability to manipulate ideas. For example, instead of giving a written or oral book report, students might prefer to design a game around the theme and characters of a book.
Products can be consistent with each student's preferred learning style.
In their synthesis of curriculum effectiveness studies and effective practice, VanTassel-Baska et al. By accelerating the mastery of basic skills through testing-out procedures and reorganization of the curriculum according to higher level skills and concepts. By providing students opportunities for making connections within and across systems of knowledge by focusing on issues, themes, and ideas. Curriculum development is a dynamic, ongoing process. Periodic evaluations of curriculum effectiveness allow corrections to be made when needed, and they are essential if curriculum is to meet the long-term needs of gifted students for increasingly complex and challenging opportunities.