By Teagan Taylor
There are many curriculum resources out there, on the internet, in books and by word of mouth. With access to such diverse information and with the onset of AI, our jobs as educators must be a lot easier now when it comes to lesson planning, right? Overwhelming seems more like it. Yes, we have more options now, but are we really providing our students with the best quality curriculum that suits their particular needs, while also appealing to student interests and ensuring lessons are authentic and rich?
And to make matters even more complicated, as gifted education stakeholders, we have to find and design curricula that enriches, extends, accelerates, accommodates, deepens, integrates, condenses, and inspires. And oftentimes curriculum resources that fit the very unique needs of our students, are limited or nonexistent. So we find ourselves sharing the wealth, by turning to and relying on one another (as teachers are great at doing!).
Recently we had stakeholders like you fill out a survey, offering their expertise/experience on three domains: what curriculum/lessons/strategies worked great for their gifted learners, what did not go as well, and what curriculum hopes and dreams they have for the future of gifted education. In this three part series, we will share some of the responses from each domain, and hopefully you will come away with some insight, inspiration, and ideas to implement with your learners!
Here is Part One, Field of Dreams!
Part Three- Field of Dreams
Lesson/curriculum goals for students, looking to the future:
“I want integrating universal truths and concepts into the math curriculum to be better presented and laid out. I have dreamed of writing a book of concepts and universal truths to guide teachers to enrich lessons more easily. If I had them all spelled out in one place I would think it would be easier to incorporate more and more often. If this book exists I need to know.”
“We will deepen Living Lexicon and endeavor to complete more stages of the Teaching a Practical Philosophy of Mind metacognition curriculum at the middle school level.”
“My biggest goal for my students (no matter their age or background), is to discover more about themselves as learners and humans so that they may unlock strategies that work for them and their unique needs. In line with this, through our AIG lessons/units, I want them to make as many connections to themselves and the world around them as possible.”
What the ideal gifted curriculum looks like, dreaming big!:
“To me, the ideal gifted curriculum is authentic to what has, is currently, or may be happening in the world. The curriculum ought to be comprehensive enough that it combines multiple disciplines, skills, concepts and strategies. It is not piece-meal or just a string of logic puzzles. There is a connecting thread throughout the entire unit, so that students can buy-in and see the relevancy. The ideal curriculum leaves students wanting to know even more afterwards, and sparks deep conversation. I have come across and have used several curricular units like this over the years (not as many as I would like), and everytime it takes longer than anticipated, but I don’t mind that one bit!”
“An ideal gifted curriculum permits multiple explorations across all subjects, providing students with opportunities to emerge to us through the choices they make, interests they express, and personal facts they disclose; the curriculum features opportunities to form teams, to compete in a fair and energizing way, and to bring their work outside of school and into the larger community. The ideal program creates an air of inspiration and leaves kids thinking about the subjects we explore long after class has ended.”
Steps that need to be taken, realizing the dream:
“Having a well organized storehouse of vetted plans would be phenomenal. It being free is absolutely necessary so that all could access and benefit from such a great resource.”
“More collaboration, money to purchase resources, and planning time.”
“(1) More understanding and buy-in from teachers and administrators. (2) More protected time per day, every day, to engage students in creative projects and rigorous learning exercises. (3) More opportunities for collaboration among schools and AIG programs, which could help us to accomplish goals (1) and (2).”
“More FUNDING (national, not just state). Money unfortunately is sometimes the only catalyst to change”
Final hopes and wishes, the sky’s the limit!:
“I would like a way to give each of my students exactly what they need and want academically on demand. They would not have to wait for it to be addressed in the curriculum, brought up in class, or even stumbled upon in their research. It is just a way that calculates, identifies, addresses, and supplies what will grow minds and engage pursuits for the maximum outcome for each individual. With the power of AI, this all may be a reality one day.”
“I would love to see step (3) in my previous answer to be realized in 2024-2025.”
“For gifted education to be as appreciated as any other sector of exceptional needs education. For the myths surrounding giftedness to be dispelled. For extra responsibilities (cough cough testing) to be taken off of teachers’ plates, so that differentiating for every child’s needs to be the main focus. For education to not be as political as it has become. For every student (not just gifted students) to feel seen through the methods and ways they are taught.”
In the comment section below, let us know what you agree or disagree with, and feel free to share an aspiration of your own!
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