Gifted Programming Models Graphic Organizer

Candidates’ Summary Notes Rena Ingram

Curriculum Question #1 Question #2 Question #3 Question #4
Models What is the background on What is the basic structure of Why would this model be helpful in What evidence of this model is available
this model? this model? meeting the learning needs of gifted either in our district or other
students K-12? schools/school systems?
This model focuses on
This model focuses on enrichment for all
developing the strengths and
students through high levels of Based on 20 years of extensive research,
Topic A: SEM evolved from the work talents of all students by
engagement and the use of enjoyable and this model appears to be most effective at
of Joseph Renzuilli’s highlighting the Three Ring
challenging learning experiences that are servicing high-ability students, including
original Enrichment Triad Conception of Giftedness in
Schoolwide constructed around students’ interests, those with learning disabilities and
Model, developed in the collaboration with the
Enrichment learning styles, and preferred modes of underachievers, in a variety of
mid-1970s and was initially Enrichment Triad Model to
Model (SEM): expression. It also takes the varying educational settings and in schools
implemented in school increase challenge, interest,
Renzulli & Reis abilities, backgrounds, experiences, and serving diverse ethnic and socioeconomic
districts in New England. and engagement through
learning styles of each student into populations.
service delivery components
account.
and school structures.
ALM was first published by This model focuses on
Topic B: George T. Betts in 1981. It students becoming learners This model teaches students how to This model works with all grade levels
was originally developed and teachers becoming discover information on their own which and is most beneficial with gifted
both with and for high facilitators through the use of encourages them to be self-directed and students who usually have the ability to
Autonomous
school students in order to five key dimensions: 1) responsible learners. Moreover, students work independently and have the
Learner Model
target both the achieving orientation, 2) individual are given an opportunity to explore an emotional maturity to reflect on
(ALM): George development, 3) enrichment, area of their interest while working with a themselves as both gifted individuals and
Betts and non-achieving gifted
learner. 4) seminars, and 5) in-depth interest-related mentor. gifted learners.
studies.
In 1948, Marie-Therese
Maurette created the
framework for the IB
IB is comprised of four This program model provides students
Topic C: Diploma Program which
programmes (Primary Years with a rigorous learning experience that
was joined with the
for ages 3-12, Middle Years helps them develop an disciplinary
International Schools
International for ages 11-16, Diploma for understanding of self and the world at IB offers an education for students from
Examinations Syndicate in
Baccalaureate ages 16-19, & Career-Related large. It gives them a well-rounded, age 3 to 19 and is currently only available
the 1960s by a group of
(IB) and for ages 16-19) that focus on global instructional experience by in FCS at Riverwood High School and
Switzerland teachers to form
Advanced teaching students to think allowing them to explore global cultures Westlake High School.
the IB Programmes. It was
Placement (AP) critically and independently, and languages. Moreover, it helps them
originally created to provide
and how to inquire with care develop intellectual, emotional, personal,
an internationally acceptable
and logic. critical thinking, and social skills.
university admissions
qualification system for high
school students.
 Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes Rena Ingram
Curriculum Question #1 Question #2 Question #3 Question #4
Models What is the background on What is the basic structure of Why would this model be helpful in What evidence of this model is available
this model? this model? meeting the learning needs of gifted either in our district or other
students K-12? schools/school systems?

The AP program was

developed in the 1950s as a
Topic C: response to the Cold War as
This program model provides students
Continued… American policymakers AP curriculum is created by a
with a differentiated approach to content
began to fear that high panel of experts and college-
with a pace at which the material is
school was not adequately level educators. AP courses
International presented different from that of a general
preparing students for are offered in a wide range of Advanced placement options are
Baccalaureate education class. Most importantly, it
college and post-graduate areas of study such as World available at all FCS high schools.
(IB) and allows high school students to take
study. The first AP exams History and Environmental
Advanced college level courses to earn college
were administered in 1954 Science to Art History and
Placement (AP) credit, and students who do well qualify
with strong performances Culture.
for advanced courses in college.
and in 1955, the program
was passed over to the
College Board.

ICM was first proposed by This model is an approach to teaching Research shows that gifted learners are
Joyce Van-Tassel Baska in This model places emphasis gifted students in a way that is sensitive neglected in schools that utilize a policy
Topic D: 1986 during the NCLB Act. on advance content to their needs by 1) scaffolding their that does not support the type of learning
It was designed to address knowledge, relies on higher learning in a worldly manner that gives needed for gifted students as they learn
the lack of quality order thinking skills and them an opportunity to explore deep best via accelerated study, content
Integrated
curriculum for gifted focuses learning on major understanding of content and concepts, 2) acceleration, flexible grouping,
Curriculum
learners and is grounded in issues that cross several developing a means of further educating differentiated curriculum, problem-based
Model (ICM): her research literature on disciplines by highlighting students who have the background learning, higher level questioning
Van-Tassel what works with gifted three components: knowledge, 3) providing higher order techniques, etc. It has shown students to
Baska learners and the type of overarching concepts, advance thinking and processing skills, and 4) shine in the area/subject of their interest
instruction needed for this content, and process-product. emphasizing teaching advanced content via scaffolding and can be designed to
special population. that further frames disciplines. accommodate IEPs or 504s.

Curriculum Question #1 Question #2 Question #3 Question #4

Models What is the background on What is the basic structure of Why would this model be helpful in What evidence of this model is available
this model? this model? meeting the learning needs of gifted either in our district or other
students K-12? schools/school systems?
 Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes Rena Ingram
Gifted education programs have
traditionally identified and served a
limited number of students, often based
LoS was first introduced in LoS is intended to serve all on specific percentages of “cutoff” scores
1979 as the Individualized students at all levels by on tests of ability or achievement;
Topic E: Programming Planning integrating four levels into a however, this model recognizes that there
Model (IPPM). In 1990, school’s curriculum: 1) are many more students with significant New York, Nebraska, and Wisconsin are
Levels of Service Donald Treffinger & Edwin services for all students potential than are identified in both examples of states that use LoS in select
(LoS): Talent Selby spearheaded its (discovering and building), 2) academic content areas and talent middle and high schools. Additionally,
Development transition to LoS. Since services for many students domains. Furthermore, it focuses on there are also schools in New York City
Approach: 2003, the Center for (curious and exploring), 3) providing opportunities for recognizing, that attribute to a reduction in chronic
Treffinger & Creative Learning and the services for some students nurturing, and celebrating student absenteeism to their talent development
Selby Indiana Department of (enthusiastic and performing), strengths, talents, and sustained interested approached curriculum.
Education have partnered to and 4) services for few by creating a partnership amongst the
establish, prepare, and students (passionate and students, teachers, and community to
support the LoS approach. soaring). ensure their learning experience is
appropriate, challenging, and
differentiated.

Topic F: This model provides teachers with a This model is available through the use of
This model is made up of six
M3 was developed in 2000 variety of choices for instructors to four instructional techniques: 1)
planning guided that help
Multiple Menu by Renzulli and was driven guided knowledge acquisition of gifted objectives, 2) strategies, 3) sequences,
teachers narrow the scope of
Model (M3): by extensive research learners and allows the student to own the and 4) artistic modifications, which can
information and weed out the
regarding strategies teachers content by enabling them to become be shown in TAG strategies: 1)
Renzulli basic principles and concepts
can use to improve the firsthand inquirers in a more inclusive metaphorical expressions, 2) graduated
to create in-depth curriculum
curriculum writing process. and productive self-directed learning difficulty, 3) task rotation, and 4)
units
environment performance task, respectively.

Curriculum Question #1 Question #2 Question #3 Question #4

Models What is the background on What is the basic structure of Why would this model be helpful in What evidence of this model is available
this model? this model? meeting the learning needs of gifted either in our district or other
students K-12? schools/school systems?
 Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes Rena Ingram

This model was developed

in 1973 by John Feldusen in The framework of this model
Topic G: relies on its three stages: 1) This model appropriately challenges
partnership with Kathryn
Enden and Russell Ames. It students learning basic content students and has ascending levels of This model is most appropriate for
Purdue Three- was originally envisioned knowledge, 2) students intellectual demand. Moreover, it students in 3rd grade and above and is
Stage for use in higher education, collaborating in small groups provides an environment where students designed not only for students with an IQ
Enrichment but once it was seen to be to apply creativity and critical can interact with others who match their score of 120+, but or students who have
Model: successfully, developers thinking, and 3) students intellectual/creative ability to see how the scored 95% or above on Achievement
Felhusen and began to experiment with working independently with basic knowledge that they might acquire tests in one or more subjects.
others using the model amongst real world problems to create in school applies to real-world problems.
gifted elementary school products of quality.
students.

This model is a set of four The ascending intellectual demand

Topic H: interrelated parallels (Core, principle of this model allows teachers to
PCM was developed by Dr.
Connections, Practice & adjust materials in order to scaffold to the This model has shown to be very
Parallel Carol Ann Tomlinson in an
Identity) that can be used levels of student proficiency and adjust accommodating to various classroom
effort to allow students to
Curriculum singly, or in combination, to the pace as necessary. Additionally, it formats as well as fitting to the
“see the whole picture” of
Model (PCM): create or revise existing allows the student to create authentic intellectual and socioemotional needs of
the curriculum –
Tomlinson, curriculum units, lessons, or work (instead of memorization and note- the student. It can also be used
understanding what came
Kaplan, Renzulli, tasks by offering a unique taking) in the content area and the collaboratively with both vertical and
before and improving upon
Purcell, Leppien approach for organizing emphasis it places on real-world horizontal alignment.
what we’ve learned.
& Burns content, teaching, and applications greatly benefits ELL
learning. students.

Curriculum Question #1 Question #2 Question #3 Question #4

Models What is the background on What is the basic structure of Why would this model be helpful in What evidence of this model is available
this model? this model? meeting the learning needs of gifted either in our district or other
students K-12? schools/school systems?

Topic I: This is a teacher training It is designed to begin in elementary

Talents Unlimited (TU) was model designed to help This model embraces the philosophy that school and service up to 12th grade
created by Dr. Schlichter at educators develop the creative traditional academic success is not the (Talents Unlimited is for grades K-6 and
Talents
the University of Alabama. and critical thinking skills and only indicator of a student’s ability to Talents Unlimited to the Secondary
Unlimited: It is based on Calvin W. talents of their students think and solve problems and that a Power is for secondary grades). The
Schlichter Taylor’s Talents Model for through six focus areas: student can express his/her intellectual program should be implemented for at
 Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes Rena Ingram
potential in a variety of forms. Moreover,
Teachers and J.P. Guilford’s productive thinking, decision it outlines a staff development program
least two years to see student growth and
work on the nature of making, planning, forecasting, that will help teachers understand how to
the progress of the program will follow
intelligence. communication, and nurture the varying student talents in the
students as they matriculate.
academia. classroom.

This model stimulates

thinking about curricular
content in specific ways
through the use of prompts
that stretch learning
Topic J: This method is used heavily in Texas, but
experiences for all students. This model allows for students to use
The Grid, also known as it can be used in any type of school and
Although it focuses on four their gifts to the best of their ability, gives
“The Kaplan Model”, was can be applied to all ages and content
The Grid: components (content, process, them the freedom to “work beyond” what
created by Dr. Sandra areas. In order for a successful
Constructing products, and affective is being taught in order to challenge
Kaplan with a focus of implementation, extensive planning time
Differentiated concerns), there is no themselves at their own learning level,
designing differentiated core is needed. For example, focusing on a
Curriculum for prescribed way for and allows the learning to be more
curriculum for advanced them is a very important task for ELL
the Gifted: implementing the required customized to the pace of the student
learners, students that are trying to make
Kaplan differentiation, so teachers are (self-directed).
connections to the world around them.
given creative liberty to sue
classroom data to inform
instruction as it is steer by the
characteristics of the gifted
learner.