Service Delivery Components Related to Curriculum
Curriculum Modification and Differentiation Techniques
Elimination or streamlining of curriculum allows gifted students to "avoid repetition of previously mastered work and guarantees mastery while simultaneously finding time for more appropriately challenging activities" (Reis & Renzulli, 2009).
Major functions of curriculum modification techniques:
1. Adjust levels of required learning.
2. Increase the number of in-depth learning experiences.
3. Introduce various types of enrichment into regular curricular experiences.
Curriculum Compacting differentiates instruction by defining the educational objectives for a particular unit, determining which students have already mastered the material, and providing alternative options for students who demonstrate mastery.
Enrichment Learning and Teaching
Based on the Enrichment Triad Model, the goal of the Enrichment Learning and Teaching component is to "replace dependent and passive learning with independence and engaged learning" (Reis & Renzulli, 2009, p. 333).
Elimination or streamlining of curriculum allows gifted students to "avoid repetition of previously mastered work and guarantees mastery while simultaneously finding time for more appropriately challenging activities" (Reis & Renzulli, 2009).
Major functions of curriculum modification techniques:
1. Adjust levels of required learning.
2. Increase the number of in-depth learning experiences.
3. Introduce various types of enrichment into regular curricular experiences.
Curriculum Compacting differentiates instruction by defining the educational objectives for a particular unit, determining which students have already mastered the material, and providing alternative options for students who demonstrate mastery.
Enrichment Learning and Teaching
Based on the Enrichment Triad Model, the goal of the Enrichment Learning and Teaching component is to "replace dependent and passive learning with independence and engaged learning" (Reis & Renzulli, 2009, p. 333).
Relationship between Curriculum and School Structures
Regular Curriculum
Enrichment Clusters
Continuum of Special Services
- SEM is intended to influence rather than replace the regular curriculum.
- It allows for the differentiation of the regular curriculum.
- Reflects Type I and Type II Enrichment Activities
Enrichment Clusters
- Intended to stimulate interests and develop talent in the entire school population rather than replace existing gifted and talented programs.
- Students are grouped according to shared interests and meet during designated times.
- Provides students an opportunity to solve real-world problems and develop authentic products or services.
- Reflects Type III Enrichment Activities.
Continuum of Special Services
- Represents the most advanced and challenging opportunities for the most advanced students.
- Examples include individual or small group counseling, arranging mentorships or internships, involvement in special programs, etc.
- The responsibility of the Schoolwide Enrichment Specialist and/or Schoolwide Enrichment Team.
Supporting Research
- Clark (2013) stated that the Curriculum Compacter is "quite useful in any setting when programming for gifted learners is being considered" (p. 302).
- Clark (2013) claimed that the "detailed formatting of procedures is one of the strengths of this model; because of the planned formats, most of the program and curricular operations can be easily followed and adapted to any setting" (p. 302).
- Taylor (1992) found that involvement in Type III studies substantially increased students' post-secondary education (as cited in Reis & Renzulli, 2009).
- Reis, Westberg, Kulikowich, & Purcell (1998) found that "using curriculum compacting to eliminate between 40-50% of curricula for students with demonstrated advanced content knowledge and superior ability resulted in no decline in achievement test scores" (as cited in Reis & Renzulli, 2009, p. 350).