What should be done to differentiate curriculum, instruction and assessment for the mathematically gifted in the regular classroom?
Historically there has been debate about the role of acceleration versus enrichment as the differentiation mode for mathematics. Most experts recommend a combination. The following are suggestions for differentiating for the mathematically gifted by using (1) assessment, (2) curriculum materials, (2) instructional techniques, and (4) grouping models. These opportunities should be made broadly available to any student with interest in taking advantage of them. • Give pre-assessments so that students who already know the material do not have to repeat it but may be provided with instruction and activities that are meaningful. In the elementary grades, gifted learners still need to know their basic facts. If they do not, don’t hold them back from other more complex tasks, but continue to work concurrently on the basics. • Create assessments that allow for differences in understanding, creativity, and accomplishment; give students a chance to show what they have learned. Ask students to ex
Related Questions
- What should be done to differentiate curriculum, instruction and assessment for the mathematically gifted in the regular classroom?
- If my student leaves the regular classroom to attend a gifted class, must s/he make up missed work?
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