When you pursue a Master of Science in Education degree (MSE), you may consider doing so with a major in Gifted, Talented, and Creative (GTC). Such a degree is obtainable through an online master’s program. Curriculum for gifted students varies greatly across the nation however; the national Association for Gifted Children (NAGC) has developed a set of national standards for creating specialized programs and services. The NAGC has six criteria for programs and services related to the teaching of gifted students. Among the six criteria is a standard specific to the creation of curricula.
NAGC standard for curriculum planning and instruction
According to the NAGC K-12 programming standards, educators are responsible for differentiating and expanding a “comprehensive and sequenced core curriculum that is aligned with local, state, and national standards,” when developing a curriculum for gifted students. The standard for curriculum planning and instruction identifies six student outcome requirements, each outlined by multiple evidence-based practices.
Six student outcome requirements
- Students demonstrate growth commensurate with aptitude during the school year.
- Students become more competent in multiple talent areas and across dimensions of learning.
- Students develop their abilities in their domain of talent and/or area of interest.
- Students become independent investigators.
- Students develop knowledge and skills for living and being productive in a multicultural, diverse and global society.
- Service and/or educator provides a variety of high-quality resources and materials.
Tips for teaching gifted students
The Davidson Institute for Talent Development provides nine tips and three common blunders made by regular education teachers in the education of gifted students. In creating curriculum for gifted students, it may be important to remember tips two and three “Let go of normal,” and “Conduct informal assessments.” Gifted students are gifted at a varying degree of levels. Thus, it is important to keep track of their individual assessments and vary the curriculum from class to class as no two students or groups of students will be the same. More importantly, when developing curriculum for gifted students it is best to avoid the three blunders listed below:
- Having gifted students tutor students who are struggling and/or placing gifted students in groups with struggling students.
- Providing more work to gifted students once the main assignment is completed.
- Requiring gifted students complete work with 100 percent accuracy before allowing them to move forward.
If you should choose to pursue an MSE in GTC, you will be pursuing a degree that will allow you to develop curriculum for gifted students that varies and challenges them on multiple levels. You will find yourself more capable of following the NAGC recommended standards and guidelines as well as how to avoid the blunders as described by the Davidson Institute.
Learn more about the A-State online MSE in Gifted, Talented, and Creative program.