Why it is important to differentiate the curriculum for gifted Essay

Why it is important to differentiate the broadcast for expert learners in schools - Essay Example(1993) identify the ten roles of the teacher as being, director, facilitator, adviser, teacher, guide, critic, freedom giver, supporter, handler and examiner (p.31-32). There are many other program lineal writers who suggest various other dimensions of learn and the essential teaching skills within these dimensions. Kyriacou (1998) lists the essential teaching skills as ethos, direct educational activity, management of materials, guided practice, structure conversation, monitoring, management of order, planning and preparation and written evaluation (p.6). These skills are imperative in the direction of gifted students in order to tailor the curriculum to their accelerated learning needs.This is why educators of the gifted value the benefits of big businessman grouping for advanced learners. The availability of round forms of homogeneous grouping for these learners has been strong ly advocated by proponents of gifted education (Allan, 1991). Educators of the gifted are also concerned about a lack of emphasis on distinguish instruction for academic diversity in heterogeneous classrooms and reject a one-size-fits-all approach to educating students as vary as those who inhabit the average classroom. Thus, it is necessary to abandon these practices that homogenize instruction by permitting and in some cases, even encouraging a one-size-fits-all approach to instruction (Kaplan, 1979). Instead, it is necessary to emphasize appropriately differentiated instruction in heterogeneous classroomsIn order to cater for giftedness, a curriculum must be positive which creates opportunities to optimize students potential (VanTassel-Baska, 1993). A goal in gifted education is to reach the optimal suffer of curriculum with the needs of gifted students. (Hoekman, McCormick and Gross, 1999). Curriculum should be complex, fast-paced, rigorous and match the abilities and interes ts of gifted students (Gross, 1994,1997,2001, Sawyer, 1988, VanTassel-Baska, 88, 91, 92,