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University of St. Francis logo · College of Education · Regional Educational Academy for Leadership

Curriculum and Instruction for Gifted and Talented Students

  • Template 2019
  • Section TMPL
  • 3 Credits
  • 12/18/2019 to 07/29/2100
  • Modified 07/19/2020

Mission Statement

As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 


Introduces the theory and research-based models of curriculum and instruction related to gifted and talented students. Provides candidates with the knowledge and skills to select, adapt, design, and deliver appropriate curriculum for academically gifted and talented students. Current methodologies and resources developed to enrich and accelerate the learning of gifted and talented students will be explored.


College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.


Candidates will utilize researched-based models of curriculum and instruction to assist in developing learning opportunities that meet the needs of gifted and talented students.


Candidates will identify and learn how to provide stakeholders with appropriate resources to enrich the learning  opportunities of gifted and talented students.


Candidates will develop and share curriculum modifications for advanced learners with colleagues.


Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

Recognize the implications that characteristics of gifted learners have on the need for differentiated curriculum and instruction.

  • NAGC 1.1.1., 1.2.1., 1.1., 2.4.4.
  • IPTS 2.1, 2.5

Translate theoretical concepts into practical applications to optimize learning for gifted and talented students.

  • NAGC 3.2.2., 3.3.1., 3.3.3, 3.4.1., 3.4.2., 3.4.3., 3.4.4.
  • IPTS 4.1, 4.4, 6.1, 6.2, 6.3

Implement evidence-based practices and tools to align curriculum and instruction to gifted and talented learners’ aptitudes, abilities, and interests.

  • NAGC 1.3.1., 2.1.1, 2.4.1., 2.4.4., 3.1.1., 3.1.3., 3.1.4, 3.1.5, 3.2.1, 3.3.1
  • IPTS 1.2, 1.3, 1.4, 2.1, 2.3., 4.1., 4.3, 6.1, 6.2, 6.3

Incorporate gifted and talented pedagogy and practices to enhance student growth.

  • NAGC 1.6.1, 2.4.1., 2.4.2., 3.1.6., 3.4.1., 3.4.2., 3.4.3.
  • IPTS 6.1, 6.2., 6.3

Create core content curriculum modifications for advanced learners.

  • NAGC 2.4.1, 2.4.1, 3.1.1., 3.1.2., 3.1.3., 3.1.4., 3.3.2, 3.6.1
  • IPTS 1.1, 1.2, 1.3, 1.4, 3.4, 4.3, 4.4

Outline culturally sensitive and developmentally appropriate curricula to support diverse gifted and talented students.

  • NAGC 1.2.1., 1.3.2., 1.6.2, 4.4.1., 3.1.3., 3.5.1., 3.5.3.
  • IPTS 1.7, 2.2, 3.3

Utilize the elements of a differentiated plan of study to meet the needs of the gifted and talented learner.

  • NAGC 1.7.1., 2.4.1., 3.1.2., 3.1.3., 3.1.4., 3.1.5., 3.3.1., 3.4.1., 3.4.2., 3.4.3., 3.4.4.
  • IPTS 4.3, 4.4, 4.5, 6.1, 6.2, 6.3

Create and evaluate assessment methods aligned with curriculum for gifted and talented students.

  • NAGC 2.2.2., 2.2.4., 2.4.1, 2.4.2, 3.1.5., 3.1.6.
  • IPTS 8.1, 8.2, 8.3, 8.4

Implement the NAGC Pre-K-Grade 12 Gifted Programming Standards to refine curriculum, instruction, and assessment practices.

  • NAGC 1(all), 2.4.1, 2.4.2, 2.4.4, 3(all), 4 (all), 5.1.1, 5.1.2


REQUIRED: Stephens, K. R., & Karnes, F. A. (2016). Introduction to curriculum design in gifted education. Waco, TX: Prufrock Press.


Discussions and Reflections

Candidates will respond to weekly discussion and reflection prompts.

  • Course outcomes: 1, 2, 3, 4, 5, 6, 8
  • Standards: NAGC 1.2, 3.3.1.; IPTS 2.1, 2.2, 2.5, 3.4, 4.1, 4.4, 8.3

Analysis of Curricula for Gifted and Talented Learners

Candidates will review the curriculum offerings, including goals and objectives (overall or in a particular content area), for advanced learners and determine if the characteristics and needs of gifted learners are addressed.

  • Course outcomes: 1, 2, 3, 4, 8, 9
  • Standards: NAGC 1.2.1, 1.6.1, 2.4.1, 2.4.3, 2.4.4, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1 ,3.2.2; IPTS 1.1, 1.5, 1.7, 2.1, 2.5, 3.5, 3.6

NAGC Programming Standards Outcomes Evidence-Based Practices & Teaching Development

Candidates will utilize the NAGC Programming Standards Outcomes and Evidence-based Practices and professional curriculum and instructional practices, to evaluate alignment to Standard 3.

  • Course outcomes: 3, 8, 9
  • Standards: NAGC Standards 1, 3, 4; IPTS 2.1, 2.5, 4.1, 6.2

Synopsis of Gifted Child Today Article

Candidates will select featured articles from Gifted Child Today and create a synopsis of key ideas and the application of the material to curriculum and instruction.

  • Course outcomes: 2, 3, 4, 5
  • Standards: NAGC 1.3.1, 3.2.1, 3.3.1., 3.3.2, 3.4.4, 3.5.3., 3.6.1; IPTS 1.1, 1.7, 2.2, 2.3, 2.5, 3.4, 4.4, 4.6, 5.3, 6.2

Presentation of Varied Curriculum Models for Gifted and Talented Learners

Candidates will research a specific curriculum model and synthesize information to share with colleagues via a slide presentation.

  • Course outcomes: 2, 3, 4, 5
  • Standards: NAGC 2.2.2, 2.2.4, 3.1.2, 3.1.4, 3.2.2., 3.3.1., 3.3.3; IPTS 3.4, 4.4, 6.2, 8.1

Differentiated Lessons for Gifted and Talented Learners

Candidates will use the knowledge of the specific characteristics and needs of selected students to develop differentiated lessons based on techniques and strategies from the assigned readings.

  • Course outcomes: 1, 2, 3, 4, 5, 6, 7, 8
  • Standards: NAGC 1.2.1, 1.3.2., 1.6.1, 1.6.2., 2.4.1, 3.1.3, 3.1.5., 3.1.6, 3.2.2., 3.4.1, 3.4.2, 3.4.3, 3.4.4; IPTS 2.1, 2.2, 2.3, 2.5, 3.4, 4.4, 6.1, 8. 3

Creativity Techniques

Candidates will choose a Creativity Technique and explain how the technique may be utilized in a classroom setting enhancing the learning of gifted and talented students.

  • Course outcomes: 2, 3, 4, 5
  • Standards: NAGC 3.1.4., 3.2.1., 3.2.2., 3.4.2, 3.4.3, 3.4.4, 4.2.2

Revision of Curriculum

Candidates will choose a unit of study from a selected curriculum and create a detailed outline that incorporates revisions aligned to one of the curriculum models studied in this course.

  • Course outcomes: 1, 2, 3, 4, 5, 6, 7, 8
  • Standards: NAGC 1.2.1, 1.6.1, 2.4.1, 2.4.2., 3.1.3, 3.1.6, 3.2.2., 3.4.1, 3.4.2, 3.4.3, 3.4.4, 3.5.1, 4.4.1; IPTS 2.1, 2.2, 2.3, 2.5, 3.4, 4.4, 6.1, 8.3

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Additional Items

Course References

  • Adams, C., Cotabish, A., & Dailey, D. (2015) A teacher’s guide to using the next generation science standards with gifted and advanced learners. Waco, TX: Prufrock Press, Inc.
  • Betts, G., Carey, R., & Kapushion, B. (2016) Autonomous learner model resource book. Waco, TX: Prufrock Press, Inc.
  • Castellano, J. A. (2011). Special populations in gifted education: Working with diverse gifted learners (2nd ed.). Boston, MA: Allyn and Bacon.
  • Clark, B. (2012). Growing up gifted: Developing the potential of children at home and at school (8th ed.). New York, NY: Pearson.
  • Coil, C. (2004). Standards-based activities and assessments for the differentiated classroom.  Pieces of Learning.
  • Davis, G. A., & Colangelo, N. (Eds.)  (1997).  Handbook of gifted education.  (2nd ed.)  Boston:  Allyn and Bacon.
  • Erikson, H. L. (2006). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press.
  • Feldhusen, J., & Reilly, P. (1983).  The Purdue secondary model for gifted education:  A multi-service program.  Journal for the Education of the Gifted, 6, 230-244.
  • Gallagher, J. J. & Gallagher, S. A. (1994).  Teaching the gifted child (4th ed.).  Boston, MA:  Allyn and Bacon.
  • Gardner, H. (1985).  Frames of mind:  The theory of multiple intelligences.  New York, NY:  Basic Books, Inc.
  • Hughes-Lynch, C., Kettler, T., & Shaunessy-Dedrick, E. (2014). A teacher’s guide to using the common core state standards with gifted and advanced learners in the English/language arts. Waco, TX: Prufrock Press, Inc.
  • Johnson, S., Ryser, G., & Assouline, S. (2014) A teacher’s guide to using the common core state standards with mathematically gifted and advanced learners. Waco, TX: Prufrock Press, Inc.
  • Karnes, F. A., & Bean, S. M. (2005). Methods and materials for teaching the gifted (2nd ed.). Waco, TX: Prufrock Press, Inc.
  • Kettler, T. (2016). Modern curriculum for gifted and advanced academic students. Waco, TX: Prufrock Press, Inc.
  • Kingore, B. (2007). Reaching all learners: Making differentiation work. Austin, TX: Professional Associates.
  • Maker, C. J. (1993).  Critical issues in gifted education:  Programs for the gifted in regular classrooms. Austin, TX:  Pro-Ed.
  • Maker, C. J. & Nielson, A. B. (2005).  Teaching models in education of the gifted (3rd ed.).  Austin, TX: Pro-Ed.
  • Maker, C. J. & Schiever, S. (2009). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.
  • Paul, R., & Elder, L. (2003). The miniature guide to critical thinking: Concepts and tool Dillon Beach, CA: Foundation for Critical Thinking.
  • Peters, S., Matthews, M. McBee, M. McCoach, D. B. (2013). Beyond gifted education: Designing and implementing advanced academic programs. Waco, TX: Prufrock Press
  • Piirto, J. (1994).  Talented children and adults:  Their development and education.  New York:  Merrill, an imprint of Macmillan College Publishing Co.
  • Reis, S. (2008). Talented readers. In Plucker, J. & Callahan, C. (Ed). Critical issues and practices in gifted education: What the research says. Waco, TX:  Prufrock Press.
  • Renzulli, J.S., Leppien, J.H., & Hays, T.S. (2000). The multiple menu model: A practical guide for developing differentiated curriculum. Mansfield Center, CT: Creative Learning Press, Inc.
  • Renzulli, J.S. & Reis, S.M. (2008). Enriching curriculum for all students (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Renzulli, J. S., & Gubbins, J. (2009). Systems and models for developing programs for the gifted and talented. Waco, TX: Prufrock Press, Inc.
  • Roberts, J. L., & Inman, T. F. (2009). Strategies for differentiating instruction: Best practices for the classroom (2nd ed.). Waco, TX.: Prufrock Press, Inc.
  • Robinson, A., Shore, B., & Enersen, D. (2007). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press, Inc.
  • Tomlinson, C.A., & Eidson, C.C. (2003). Differentiation in practice: a resource guide for differentiating curriculum, grades K-5. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD.
  • Tomlinson, C. A. (2008) The parallel curriculum model: A design to develop learner potential and challenge advanced learners (2nd Edition). Thousand Oaks, CA: Corwin Press.
  • Van Tassel-Baska, J. & Reis, S. M. (Eds.). (2004). Curriculum for gifted and talented students. Thousand Oaks, CA: Corwin Press.
  • Van Tassel-Baska. J. & Stambaugh, T. (2005). Comprehensive curriculum for gifted learners. New York, NY: Pearson.
  • Van Tassel-Baska, J. (Ed.). (2007). Serving gifted learners beyond the traditional classroom. Waco, TX: Prufrock Press, Inc.
  • VanTassel-Baska, J. & Little, K. (2017). Content-based curriculum for high-ability learners (3rd ed.). Waco, TX: Prufrock Press, Inc.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandra, VA: ASCD.
  • Winebrenner, S. (1992). Teaching gifted kids in the classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing Inc.