Instructional Methods and Models
The North Carolina AIG Program Standards call for "challenging, rigorous, and relevant curriculum and instruction K-12 to accommodate a range of academic, intellectual, social, and emotional needs of gifted learners." To meet this need, there are many instructional models that are used in an AIG classroom. These models greatly benefit gifted students, but all students have been proven to benefit from these techniques. Many curriculum models exist and are used in classrooms, but below are just a sampling of the curriculum and instruction techniques that may be employed in your student's classroom.
Questioning:
This instructional method uses Bloom's Taxonomy mixed with Costa's Levels of Questioning.
Pros: This instructional method allows for multiple levels of differentiation within the classroom. Using multiple levels of questioning allows the students to understand the material on their level. This method also allows for the teacher to gear their lesson toward a specific level of Bloom's Taxonomy.
Cons: Questioning for quality thinking is not the easiest of tasks. As teachers, we are not always the best monitors of our own performance. Studies have shown that teachers ask an average of 50 questions while students only ask an average of 2 questions in a given class period.
Questioning:
This instructional method uses Bloom's Taxonomy mixed with Costa's Levels of Questioning.
Pros: This instructional method allows for multiple levels of differentiation within the classroom. Using multiple levels of questioning allows the students to understand the material on their level. This method also allows for the teacher to gear their lesson toward a specific level of Bloom's Taxonomy.
Cons: Questioning for quality thinking is not the easiest of tasks. As teachers, we are not always the best monitors of our own performance. Studies have shown that teachers ask an average of 50 questions while students only ask an average of 2 questions in a given class period.