importance of social studies and the education of gifted students, The

For gifted learners the concept of the dynamic nature of the brain requires that the materials and experiences be more complex in content, context, and presentation. To provide for complexity in the curriculum allow gifted students to:

* access a large variety of ideas at many levels

* learn from a variety of perspectives including the view of experts and the influence of time

* move from the known to the unknown

* plan and implement solutions to community problems

In depth curriculum study.

Changes within the cell that create more depth of understanding require curriculum that provides more depth in the study of concepts and information by allowing the gifted students to:

* question and examine generalizations

* access the terms and language of a variety of disciplines

* focus on details and patterns of themes and ideas

* embellish and elaborate on themes and ideas

* develop skills in research, hypothesizing, and hypothesis testing

Greater novelty.

Such changes within the cell also require that learning experiences provide more novelty by allowing students to:

* work in a climate of respect for unique and unusual ideas and products

* develop projects of their own choosing

* have unstructured time to physically and mentally explore, examine, and/or alter existing patterns

* follow divergent paths, pursue strong interests, and solve problems in diverse ways

* develop original applications of knowledge and understandings, including hypothesizing and hypothesis testing.

Acceleration.

Gifted students often require acceleration in their instruction and advanced and sophisticated materials from which to learn. However the acceleration of the curriculum is accomplished, the result will be moving through the core curriculum in less time than is typical. Acceleration can be provided by:

* early entrance to any level of schooling such as kindergarten or college

* pre-testing a lesson or unit and giving instruction on only what has not been learned

* self-paced programs of instruction

* work with intellectual peers, including adults and other students with expertise in the student's interest areas

* compacting or telescoping content to avoid relearning material already mastered

* flexible grouping

* advanced and/or unusual subject matter, materials, and processes, and new and challenging information

* learning centers and individual learning packets to individualize learning

Synthisis and integration.

The major function of the brain is associative, always integrating, combining, and synthesizing various modalities and areas of specialization, therefore, synthesis and integration of subjects and disciplines are necessary to support a meaningful understanding of information and events.

To provide for integration the gifted student must be allowed to:

* integrate ideas and build new concepts from information across disciplines and time

* work in a climate where choice is provided and encouraged

* have access to a wide range of materials from many disciplines and eras