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A gifted student receiving computer assisted instruction in science is an example of differentiating the curriculum through both ACCELERATION and ENRICHMENT. These examples indicate that the multiple meanings and implementation of differentiation of the curriculum is thought to be both broad and diverse. The concept of a continuum of differentiation enables educators to design and practice differentiation as fluid rather than fixed phenomena. The continuum of differentiation presents a set of differentiated alternatives encompassing varied levels of difficulty, acknowledges different types of gifted abilities, and encourages expressions of personal and academic talents and interests. Basically, the continuum of differentiation can be used to identify as well as accommodate giftedness in students. The implementation of the continuum of differentiation is dependent on the teacher's need to use a variety of data sources to affect the decisions required to match a mode of differentiation to each gifted student. The design and presentation of the concept of a continuum of differentiation fulfills many purposes. Primarily, the continuum of differentiation exemplifies the fact that there is a need to accept a set of alternatives to recognize and respond to the gifted student's needs, interests and abilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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It had been said by many educators of the gifted that it is easier to define what differentiation of the curriculum is not than it is to define what differentiation of the curriculum is. Over the years, the concept of differentiating the curriculum for gifted students has changed commensurate to the changes in the definition of giftedness, the contemporary emphasis in general education, and the political and parental responses to general and gifted education. The many definitions of differentiation have resulted in the term becoming a referent for any learning experience that attends to individual differences. In reality, differentiation can be defined by the who—the learner and his or her needs, interest, and abilities; the what—the content and skills of the subject matter to be taught; the how—the pedagogy to be used to teach the content, skills, or both; and the where—the setting, grouping, or both needed to effectively implement the curriculum (the what) to the learner (the who). The original need to differentiate the curriculum for gifted students was based on the recognized strengths of these learners and the acknowledged inadequacy of the regular or core curriculum to meet these needs. The discrepancy theory assesses the core curriculum against the traits of gifted students in order to determine the missing curricular elements that would be responsive to the needs of students. This comparative analysis between the needs, interests, and abilities of gifted students and the content, processes, and product components of the core curriculum traditionally justified the purpose for a differentiated curriculum. To the degree that the core curriculum correlates with the defined attributes of gifted students, it is perceived as either appropriately or inappropriately differentiated. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The interactions between living in the urban context and being bilingual are factors that have inhibited recognizing students’ potential and abilities to be identified as gifted. Changing beliefs and adopting practices that enable urban bilingual students to have the opportunity to access and experience differentiated curriculum and challenging language development strategies can be defined as a process for urban bilingual students to overtly express the traits that can identify them as gifted learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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