Engaging gifted teachers in professional learning about content curriculum
This chapter emphasizes the importance of identifying criteria for selecting high-quality curriculum, which impacts the content identified during professional learning opportunities. Engaging teachers in professional learning about gifted curriculum must include a clear understanding of what high-quality gifted curriculum actually is and what makes it different from regular curriculum. Professional learning related to content curriculum may highlight how curriculum developers take varied approaches to designing units around advanced content. Professional learning for gifted educators should focus on developing and/or selecting curriculum that intentionally differentiates by readiness for gifted learners by considering how advanced content-specific academic language and discourse can be used within the curriculum to channel learning. The National Association for Gifted Children’s Curriculum Studies Rubric is a tool that can be referred to during professional learning and other collaboration efforts to design, select, and evaluate gifted curriculum and how it is implemented in the classroom.
Best Practices in Professional Learning and Teacher Preparation: Professional Development for Teachers of the Gifted in the Content Areas: Vol. 3
Digital Object Identifier (DOI)
Weber, C.L., Mofield, E. (2021) Engaging gifted teachers in professional learning about content curriculum. Best Practices in Professional Learning and Teacher Preparation: Professional Development for Teachers of the Gifted in the Content Areas: Vol. 3, 7-26.