From the work of Tomlinson (1999), Rogers (2002), and Maker (1983)

To successfully differentiate for gifted and talented learners modifications of content, process, and product must occur. The following is a brief overview of what such modifications may include.

Content Modifications for GT

 Abstract representations
Focus on abstractions and move away from concrete representations.

 Complex, advanced content and skill acquisition
Use above grade level objectives and materials.

 Cross-disciplinary content & ideas, conceptual themes
Focus on teaching concepts. For example, when teaching a unit on habitats teach concepts associated with it such as conservation, the interrelation of habitats in Denver, Colorado, and the U.S., issues facing natural habitats, policies related to habitat preservation and development, wildlife involved in and dependent upon various habitats, financial concerns statistics facing habitats and the statistics involved, etc.

 Advanced methodologies
Focus on methodologies that are utilized by the professional community. Enlist the advice of specialists or conduct online research.

Process Modifications for GT

 Accelerated pace, access to content/skills before age/grade level peers
This can include curriculum compacting, subject and/or grade acceleration, and leveled groupings.

 Open-ended tasks, ability to structure tasks based on strengths & interests
Choice and interest are powerful motivators for GT students

 High levels of rigor, creative and critical thinking
Rigor implies depth and complexity beyond the grade level curriculum.

Product Modifications for GT

 Solving real problems
Allow students to find and solve problems that relate to their life and curricular experience

 “Expert” feedback
Provide feedback to students as an expert or enlist a field expert to provide feedback

 Products and performances requiring high levels of innovation and/or transformation
Students will demonstrate highest levels of thought if they are innovative in their creation of products and performances, but they still use high-level thought processes if they take an idea and transform it to make it their own.