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3.1.14 Lessons learned about Curriculum for Gifted through 20 Years with Problem-Based Learning
Twenty years of work using Problem-Based Learning have yielded substantial insight about the heart of best practice in developing and delivering curriculum for gifted students. This presentation will present a synthesis of lessons learned both about PBL and about curriculum for gifted students in general.
PBL-specific lessons include
1) focusing on inquiry and not on the process of "making something"
2) use the story line to guide instruction rather than trying to "force" a problem
3) professional development around instruction is vital if implementation is to hold fidelity to the PBL model.
Included in the more general lessons are
1) kids are kids--even when targeting specific sub-groups of students there are universal laws of engagement that help when selecting curriculum topics.
2) What goes inside a curriculum model is as important to substance, depth, and complexity as the model itself. Any curriculum model can be written to best practice standards or in a "light" version that fails to provide appropriate opportunities to gifted students. It's important to ensure that are quality at the level of the curriculum model and at the level of individual levels.
3) Regardless of curriculum model it is important that curriculum for gifted students address unique developmental needs of gifted students.