Differentiation in the regular classroom is a foundational component of gifted service delivery. In this approach, the general education teacher adjusts curriculum, instruction, and assessments to meet the needs of learners who are ready for greater challenge. Differentiation can include curriculum compacting, flexible grouping, higher-level questioning, tiered assignments, advanced reading materials, or opportunities for independent study. The Mother of Differentiation is Carol Ann Tomlinson, and I will always remember learning about differentiating content, process, product, and learning environment from her books (here is a seminal article from her and her colleagues from 2003!). There are great images online of her model, too (though I recommend buying one of her books to see the model for yourself).
One way to differentiate content is to compact. Because gifted students often already know some portion of grade-level content, curriculum compacting is an essential strategy. This involves pre-assessing student knowledge, eliminating unnecessary repetition, and replacing mastered content with enrichment or acceleration. When compacting is done well, gifted students spend more time engaging in meaningful, growth-oriented learning rather than completing work they already understand.
Differentiation also supports process and product modifications. Gifted learners benefit from tasks that require analytical thinking, creativity, and problem-solving, as well as products that allow for depth, complexity, and choice. Flexible grouping ensures that gifted students are periodically matched with peers who share their readiness level.
While differentiation is vital, it cannot serve as the only model in a school’s gifted program. Gifted learners often require a combination of services, including cluster grouping, pull-outs, enrichment, or acceleration.
To be honest, differentiation is necessary for ALL students, not just our gifted ones. The strategies will just look a little different based on students’ needs. Differentiation is good, solid teaching. However, it’s really not easy at first. Supporting classroom teachers through professional learning, modeling, and coaching is essential so that differentiation becomes sustainable and effective.
Do you see how powerful differentiation for the gifted can be? What is your favorite differentiation strategy to use with your students? Share it with us in the comments below! ~ Ann
Teaching for Talent 