ERIC Number: ED424709
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Differentiation: Definition and Description for Gifted and Talented.
Dinnocenti, Susan T.
This paper defines and discusses the term "differentiation" as it is applied in gifted and talented education programs. It begins by describing three components that are most notably associated with differentiation: content (what is being taught); process (how it is being taught); and product (tangible results produced that are based on students' interests and abilities). Goals related to these components and additional dimensions of differentiation include: (1) put more depth into curriculum through organizing the curriculum concepts and structure of knowledge; (2) use many instructional techniques and materials to enhance and motivate learning styles of students; (3) improve the cognitive development and the students' ability to express themselves; (4) enhance the comfort of the classroom by changing grouping formats and physical areas of the environment; and (5) use artistic modification to share personal knowledge of topics related to curriculum as well as personal interests, collections, hobbies, and enthusiasm about issues surrounding content area. The paper closes with a description of what a differentiated classroom resembles. (Contains 14 references.) (CR)
Descriptors: Classroom Environment, Cognitive Development, Cognitive Style, Curriculum Design, Elementary Secondary Education, Enrichment Activities, Gifted, Talent, Teaching Methods
National Research Center on the Gifted and Talented, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007; Tel: 860-486-4676; Fax: 860-486-2900.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.