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Gifted Child Today, v31 n1 p41-42 Win 2008

Gifted students sometimes have been the recipients of a differentiated curriculum that is responsive to their needs, interests, and abilities without the concomitant understandings of the ramifications of learning that same curriculum. However, teaching gifted students the skills and content of a curriculum without helping them realize that the application or practice of the very things they learned in another context could have residual effects that place them in peril in a new or different situation. One way to resolve this issue is to incorporate the concept of learning the consequences of skills and content as an important feature of a differentiated curriculum. This article discusses the importance of teaching the concept of curriculum consequences to gifted children.

Descriptors: Academically Gifted, Individualized Instruction, Teaching Methods, Student Needs, Thinking Skills, Critical Thinking, Curriculum, Skill Development, Generalization, Questioning Techniques

Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info[at]; Web site:

Autor: Kaplan, Sandra N.


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