Differentiation of the Curriculum for the Highly Able
Titel:
Differentiation of the Curriculum for the Highly Able
Auteur:
Montgomery, Diane
Verschenen in:
High ability studies
Paginering:
Jaargang 7 (1996) nr. 1 pagina's 25-37
Jaar:
1996-06
Inhoud:
It is possible to distinguish between structural and integral forms of curriculum provision for highly able students. Both these forms offer advantages and disadvantages, while there are also particular problems associated with enrichment. Three common forms of differentiation under the integral umbrella are by inputs, by outputs, or by developmental differentiation. Of these, developmental differentiation is the most appropriate. Its theoretical context can be matched to the needs which able students are reported to have. Translated into a practical methodology for use in schools and colleges, six types of cognitive process pedagogies which provide the appropriate curriculum enrichment can be identified: Games and simulation, cognitive study skills, real problem solving and investigative learning, collaborative learning, experiential learning and language experience methods. These facilitate the development of higher order cognitive and metacognitive skills and offer challenge in all content areas.
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