Differentiating instruction for gifted students in regular education social studies classes

Learning can be much like Odysseus' journey to Ithaka as described by Cavafy in his 1992 prose, Ithaka, full of spectacular adventures, enchantment, and the odd monster or two. Social studies, in particular, offers opportunities for adventures and discoveries, especially when thoughtful planning has been done. In fact, curricular planning can be compared to storing supplies and setting a course to sail through unfamiliar seas; it can reap great rewards for those on the journey. Two of the most important elements are the basic social studies concepts and universal themes that provide a structure for in depth learning. By systematically developing and connecting these components into an integrated structure, the teacher can develop an array of learning experiences that address varied interests, abilities, and levels of challenge of gifted students.

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An Investigation on Metaphorical Perceptions of Gifted Students towards the Concepts of Social Studies Course, Social Studies Teacher, and Science and Arts Center

Journal for the Education of Gifted Young Scientists ◽

10.17478/jegys.2018.82 ◽

2020 ◽

Vol 6 (4) ◽

pp. 17-35 ◽

Cited By ~ 2

Author(s):

Yeliz Bolat

Keyword(s):

Social Studies ◽

Gifted Students ◽

Social Studies Teacher

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Ideas for Teaching Gifted Students Social Studies

G/C/T ◽

10.1177/107621758300300623 ◽

1980 ◽

Vol 3 (6) ◽

pp. 31-31

Keyword(s):

Social Studies ◽

Gifted Students

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A Neglected Practice in Iran: EFL Teachers’ Differentiation for Gifted Students in Rural Schools

journal for the education of the gifted ◽

10.1177/0162353220932998 ◽

2020 ◽

Vol 43 (3) ◽

pp. 270-290

Author(s):

Mohammad Sajedifard ◽

Narminolsadat Shahgoli

Keyword(s):

Middle School ◽

Qualitative Study ◽

Foreign Language ◽

Rural Schools ◽

Gifted Students ◽

Data Sources ◽

Teachers Perceptions ◽

Differentiating Instruction ◽

Efl Teachers ◽

Middle School English

This qualitative study delved into 15 Iranian middle school English as a Foreign Language (EFL) teachers’ perceptions, practices, and challenges of differentiation for gifted students. To this end, a set of data sources including interviews, observation notes, and documents were used. Results of interview transcriptions exhibited that the rural EFL teachers primarily held negative or indifferent views of differentiating instruction for gifted students, and that their actual differentiation practices for gifted students left far more to be desired. In addition, a host of barriers to differentiation practices were cited by the teachers, including time, energy, and class size as the most impactful.

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