E.

Gifted Education Curriculum

Gifted Education Curriculum is designed to respond to the needs a growing number of gifted learners
and to develop gifted potentials. There are several examples of gifted curriculum models represented as
follows:

1. Schoolwude Enrichment model

The Schoolwide Enrichment model (SEM) ( Renzulli & Reis, 2009, 1997) is widely implemented as
ab enrichment program used with academically gifted and talented students and a magnet
theme/enrichment approach for all students (David, Rimm, and Siegle, 2011). The major goal of
the SEM is the application of gifted education pedagogy to total school improvement.
The SEM provides enriched learning experiences and higher learning standards for all the
children through three goals: (1) developing talents in all children, (2) providing a broad range of
advanced- level enrichment experiences for all students, and (3) providing advanced follow -up
opportunities for young people based on their strengths and interests. The SEM focuses on
enrichment for All students through high level of engagement and the use of enjoyable and
challenging learning experiences that are constructed around student’s interests, learning styles,
and preferred modes of expression.
2. Parallel Curriculum Model
The Parallel Curriculum Model (PCM) evolved from a national association for gifted children
curriculum in 1998. A group of scholars (Tomlinson, Kaplan, Renzulli, Purcell, Leppien, & Burns)
collaboratively develop this model. It is based on the premise that every learner is somewhere
on a on a path toward expertise in a content area. It promotes a curriculum model for
developing the abilities of all in students and extending the abilities of students who perform at
advanced levels. The PCM offers for curriculum parallels that incorporate the element of
ascending intellectual demand to help teachers determine car rent student performance levels
and develop intellectual challenges to move learners along a continuum to ward expertise
( Tomlinson et al. 2002). The four curriculum parallels in this model are:
a. Core curriculum focuses on the nature of knowledge that is embedded in the discipline .
This includes the core concepts , skills , and values that are unique for each discipline .
b. Curriculum of connection focuses on the integration or interconnectedness of
knowledge across different disciplines .
c. Curriculum of identity fits the learner’s values and goals and those that characterize
practicing professionals .

The beauty of this model lies in its framework of helping the learners to experience the nature of the
disciplines rather than just accumulating information . It is designed to engage the learners to the core of
knowledge development in each discipline .

3. Autonomous learner model

Betts (2004) pointed out that curricular offerings typically fall into three levels . Level 1 is a prescribed
curriculum and instruction that focuses on state standards . Level 2 involves differentiation of curriculum
baste on individual differences. Level 3 features learner -differentiated options where students are self-
directed and teachers provide opportunities for the learners to be in charge of their learning . This model
focuses on the third level .

The autonomous learner model is divided into five major dimensions:

a. Orientation acquaint students , teachers , and administrators with the central concept in gifted
education and the specifics of this model . At this level , gifted students work together in doing
self understanding exercises that will help them be familiarized with each other . The students
are expected to develop an advanced learning plan as part of their orientation experiences that
includes information about their giftedness , various personal and academic needs , learning
experiences they might need , and other things that will help them succeed in school .
b. Individual development focuses more clearly on developing skills , concepts , and attitudes that
promote lifelong learning and self-directed learning .
c. Enrichment activities involve two kinds of differentiation of curriculum , namely (1)
differentiation of curriculum by the teacher and (²) differentiation by the student . Students are
exposed to various activities to develop their passion for learning .
 d. Seminars are designed to give each person in a small group the opportunity to research a topic
and present it in seminar format to other people or to a group .
e. In- depth study is one in which students pursue areas of interest in long-term individual or small
group studies . The students will decide what will be learned , the process of doing it , the
product , how content will be presented , and how the enter learning process will be evaluated .
4. Integrated curriculum model

This model is a popular way of organizing or designing different kinds of curriculum . The center for
gifted education at the college of william and mary developed its curriculum based on this model and
has trained many teachers around the world in using their curriculum materials ( Davis et al., 2011). The
model presented three dimensions based on the model of the VenTassel- Baka (1987) that guide the
development of the curriculum .

a. Advanced content dimension meets the needs of gifted students for acceleration by providing
content earlier and faster than same-age peers would normally receive it . Content area experts
and educators work collaboratively to develop the content , and they align key topics , concepts ,
and habits of mind within a domain to content area standards .
b. Process or product dimension incorporates direct instruction and embedded activities that
promote higher-order thinking skills and create opportunities for independent pursuit in areas of
student interest .
c. Issues or themes dimension is where learning experiences or organized . In doing so , students
are able to develop a deeper ideas and philosophies that ultimately promote understanding of
the structure of knowledge learned .
5. Kids academia model

Kids academia is a program for young Japanese children ages 5 to 8 , which was developed by Dr.
Sumida in 2010 . The program is designed to provide excellent science experiences for gifted children in
japan . The kids who participated in the program were rigorously selected using a checklist adopted
fr9the Gifted Behavior Checklist in Science for Primary Children. Faustino, Hiwatig, and Sumidan(2011)
identified three major phases that are followed in the development of the curriculum.

a. Group meeting and brainstorming activities . The teachers and teaching assistants hold several
meetings and brainstorming activities to decide on the themes that will be included in the
program . A general orientation of the program is also done during this phase .
b. Selection of contents for each theme . The teachers and teaching assistants carefully select the
lessons and topics that are included in the theme a rigorous study of the topic is done in this
phase.
c. Designing lessons . This phase includes the carefully preparation of lesson plans and other
instructional materials needed for implementing each lesson .

The activities for each lesson were selected based on the following guidelines developed by dr . Sumida :

a. Stimulates the interest of the children

b. Allows children to express their own ideas and findings
c. Uses cheap and easy to find materials
d. Teaches the correct use of scientific terms
e. Uses simple laboratory equipment
f. Allows individual or group activities
g. Encourages socio emotional development
h. Connects to other subjects and to everyday life experiences
i. Includes topics related to family and community
j. Uses materials connected to family and community
k. Applies what children learned to their families and society

In addition , the program adopted the wheel of scientific investigation and reasoning as a guide for
developing skills of gifted children . This model was adopted from the scientific wheel modal of the
center for gifted education of the college of william and mary to develop scientific habits of mind for
independent research investigations .

The kids academia model is a form of curriculum innovation that shows how experts in tertiary
education could help a strengthen teaching and learning in basic education . It is a form of collaboration
between the university , the home , and the local school . It is a kind of partnership among professors ,
parents , and basic education teachers . This model is now reaping various awards in Japan .
F. Differentiated curriculum

Differentiation is a philosophy that enables teachers to plan strategically in order to reach the needs of
the diverse learners in classrooms today. A differentiated curriculum, therefore, is curriculum that
considers the unique characteristic, learning styles, thinking preferences, intelligence, need , cultural
backgrounds, interests, gender, and other unique characteristics of the learners. It is a curriculum that
enhances learning, making it learner- centered and dynamic. Differentiated curriculum enables teachers
to plan curriculum based on the nature and needs of learners. It enables last learners and slow learners
to have equal opportunity to master the lesson and to develop holistically.

As a curriculum innovation , differentiated curriculum is designed to help learners experience learning

and to be engaged in doing several meaningful classroom activities . In differentiated curriculum , the
lessons are carefully selected , learning experiences are carefully designed based on the learning styles
of the learners , and the assessment tools are varied . According to Gayle Gregory and Carolyn Chapman
(2002), there are six steps in planning differentiated learning: (1) set standards; (2) define content; (3)
activate prior knowledge; (4) acquire new knowledge; (5) apply and adjust the learning; and (6) assess
learning .

These procedures are useful in developing differentiated classrooms that respond to different types of
learners Gregory and Chapman (2002) also suggested a framework for selecting learning experiences for
differentiated learning. This framework can help teachers select instructional strategies; suggest
strategies for grouping students; and reflect on what type of assessment tools can be used foeA
particular lesson.

(Yung framework nasa libro hehehe diko ma edit sa page 97)

The diversity of learners coming to school to learn requires a curriculum and learning environment that
are more inclusive and learner-centered . Differentiation can also improve the quality of instructional
materials used in schools . Several curriculum issues related to gender sensitivity , cultural sensitivity ,
and other issues may also be resolved by differentiated curriculum . It is , therefore , important to
provide teacher orientation and training on the use of differentiated learning strategies and approaches .

G. Technology integration in the curriculum

Technology offers multiple opportunities to improve teaching and learning and in the total education
system . The internet , for example , provides vast information that people may need to know . The
internet is more than just a collection of knowledge . It also offers different ways and opportunities for
discovering and sharing information . Nowadays , everything is almost possible with a single click of the
computer mouse and by using any search engine

Technology integration is breaking the geographical barriers in education . It is creating a new space for
meaningful learning . With technology , it is now possible to connect and interact with other schools ,
educators , and other institutions from different parts of the world . There are several innovations from
basic education to graduate education that are associated or influenced by technology integration .
Some of these innovations are:

 Distance education
 Computer assisted instruction
 Online learning
 Teleconferencing
 Online libraries
 Webinars
 Online journals and
 Ebooks

Ict literacy is now fast becoming an important form of literacy that is essential for each learner to learn
and master . It also requires all teachers to be ict literate to be able to utilize technology to enhance or
improve the way they teach. It is also important for teachers to teach students how to use technology
responsibly , especially with the current popularity of social networking and other technological
innovations .

If the institutional outcome is to develop responsible leaders, the program outcomes specific for College
of science is to develop responsible leaders who are scientists that are critical thinkers, nationalist,
innovators, and effective communicators, among others. The next step is developing program outcome is
for the college involved to develop program outcomes. These program outcomes are statements of
knowledge, skills, values, and professional attitudes that the college wishes to produce for all its
graduates. Harden, Crosby, and Davis (1999) also suggest that three categories of outcomes that are
essential for OBE:

Step 1. Developing course competencies. It's set of competencies should reflect the nature of courses,
embody the course description, and focus on learner and learning. Costa and Kallick (2009) encouraged
educators to include habits of mind the in course outcomes or competencies. These habits of mind are
essential for student to accomplish the desired learning task or outcomes. These are behaviors such as
striving for accuracy, metacognition, persistence, creating, innovating, taking responsible risk, remaining
open to continuous learning, and applying pass knowledge to new situations, among others.

Step 2. Developing a curriculum map. In this process, it is important for the college faculty to develop a
curriculum map to plot the program outcomes with the specific courses for a particular degree program.
In the curriculum map, the contribution made by each course to achieve the expected learning outcome
should be clear. It is necessary to see that it's set of course competency are logically organized in spiral
progression considering two architectonics of curriculum: the vertical organization (sequence) and
horizontal organization (scope and integration).

Step 3. Developing the syllabus. In this process, the faculty will develop the syllabus for each course. This
includes identifying course content, learning activities, and course requirements or assessment tools.
OBE requires all teachers to focus on the outcomes prescribed for each course. Contrary to many
information and lectures that there is a prescribed syllables template, OBE does not prescribe any
templates of syllabus. It's simply directs teachers that the teaching and learning experience are reflected
in the syllabus should be aligned perfectly with the course competencies.

Every faculty member in HEIs is required to prepare syllabus for the courses they will teach. In OBE, it is
important to ensure perfect alignment between and among the four elements of instruction: objectives,
contents, learning experiences, and assessment tools. It is imperative that all these elements contribute
to the realization of program outcomes and institutional outcomes.

In this step, it is imperative that the objectives are in behavioral terms. They should be specific,
measurable, attainable, realistic, and time bound. Objectives should contribute to the realization of the
course competencies for a particular course. They should also contribute to the attainment of the
program's outcomes.

The content is based on the course competencies. Contents could be concepts, themes, topics, issues,
procedures, processes, projects, or problems that student will learn in relation to the course. The
learning experiences should be learner-centered and learning focused. The teacher should yes
constructivist teaching approach that would help the student attain the desired course outcome and
contribute to the development of lifelong learning skills. It is also desirable to focus on activities that
develop 21st century skills, such as communication skills, collaboration, critical thinking skills, and
creativity and innovation skills.

In OBE, it is also highly desirable that the assessment tools are the best tools that will truly measure
students’ performance. It should be constructively aligned to the achievement of the expected learning
outcomes. Criterion-referenced assessment it's encouraged in OBE; therefore, a clear description of
assessment tools, methods of assessment, and rubrics are included. The reference should be updated
and useful for understanding the course. The class requirements and the evaluation criteria should be
clear and based on the competencies of the course. If a HEI prescribes standard evaluation criteria, then
it should be reflected in the syllabus.

I. Transition curriculum

the translation program is designed for special learners that are intellectually disabled and those are
physically handicapped. It is designed to meet their special needs and respond to their specific interests.
It is like care package that will empower the learners in their transition from home to school, or from
post-elementary or post-secondary to the world of work. In the translation program, the learners will
also enjoy an education that will enable them to become functional in their everyday lives.

In the Philippines, Quijano (2007) present the keeping model of transition that focuses on enabling every
special learner for community involvement and employment. The model envision full participation,
empowerment, and productivity of those enrolled in the program. The transition program includes three
curriculum domains: (1) daily living skills, (2) personal and social skills, (3) occupational guidance and
preparation. This model necessitates the need for support from professional and other key people in the
community in order for the individual with special needs to attain independent living. According to
Gomez (2010), this model of transition program can also be used for children in conflict with the law
(CICL).

The transition program in the Philippines could be expanded to many different possible points of entry
that will extend the scope of transition program from young children to adults. These may include the
following examples:

1. Transition to school life- many include children and adult special learners who would like to
attend or who have been assessed to be ready for regular school under the inclusion program.
This may also include students who would like to learn basic literacy programs under the
alternative learning system.
2. Transition after post-secondary schooling- includes program that will prepare special learners for
vocational courses and on-the-job trainings. It may also include programs that will help student
move to higher education if possible.
3. Transition from school to entrepreneurship- this includes programs that will allow special
learners to become entrepreneurs in the respective communities.
4. Transition from school to adult life-includes program that will allow students to adjust and adapt
to adult life.
5. Transition to functional life-includes learning of life skills that will allow the special learners to
learn how to take care of themselves and develop some special skills that they can use every day.

This entry points for student are important for planning an effective an efficient transition program that
is truly relevant and responsive to the needs, interests, abilities, and aspirations of special learners.
Transition at any point it's an important program to empower special learners to experience normal
lives.

The transition program aims to realize the aim of the Cato 12 basic education program of producing
holistically developed and functionally literate Filipino learners in the context of special education.
Disqualifies it has an organic part of the K to 12 curriculum by providing both academic and
extracurricular support system to all special learners.

Technology offers multiple opportunities to improve teaching and learning and in the total education
system. The Internet, for example, provides vast information that people may need to know. The Internet
is more than just a collection of knowledge. It also offers different ways of and opportunities for
discovering and sharing information. Nowadays, everything is almost possible with the single click of the
computer mouse and by using an any search engine.

Technology integration is breaking the geographical barriers in education. It is creating a new space for
meaningful learning. With technology, it is now possible to connect and interact with other schools,
educators, and other institutions from different parts of the world. There are several innovations from
basic education to graduate education that are associated or influenced by technology integration. Some
of these innovations are:

 Distance education;
 Computer-assisted instruction;
 online learning
 teleconferencing;
 online libraries;
 webinars;
 online journals; and
 e-books.
ICT literacy it's now fast-becoming an important form of literacy that is essential for each learner to learn
and master. It also requires all teachers to be ICT literate to be able to utilize technology to enhance or
improve the way they teach. It is also important for teacher to teach student how to use technology
responsibly, especially with the current popularity of social networking and other technological
innovations.