of a Differentiated Curriculum
for the Gifted/Talented The CLUE program
provides a differentiated curriculum to meet the cognitive and affective needs
of students.The components of the
differentiated curriculum are listed below:
that is related to broad-based issues, themes, or problems.
multiple disciplines into the area of study.
comprehensive, related, and mutually reinforcing experiences within an area of
the in-depth learning of a self-selected topic.
independent or self-directed study skills.
basic skills and higher level thinking skills into the curriculum.
the development of products that challenge existing ideas and produce “new”
the development of products that use new techniques, materials, and forms.
the development of self-understanding, I.E. recognizing and using one’s
abilities, becoming self-directed, appreciating likenesses and differences
between oneself and others.
student outcomes by using appropriate and specific criteria through
self-appraisal, criterion referenced and/or standardized instruments.
A Brief Explanation of Clue Strategies
CREATIVE THINKING:A classroom climate that fosters the freedom to
explore new ideas and take risks is an integral part of the creative
process.These activities promote the
development of fluent (generating lots of ideas), flexible (looking at
something in a different way than the common/ordinary way), original (producing
fresh, new ideas), and elaborate (developing idea; adding details) thinking and
may take the form of dramatics, artistic expression, writing, or problem
technique promotes the development of divergent thinking and fluency whether
it’s used independently or as a preliminary activity for problem solving,
creative assignments, or group discussions.The purpose of brainstorming is to generate a large number of ideas.
variety of tools and resources, such as reference books regional explorations,
interviews, surveys, and periodicals are used to discover new knowledge and to
grow in self-directed learning.Students
hypothesize, gather information from different sources, distinguish between
relevant and irrelevant facts, organize information, summarize findings,
paraphrase, take notes, and compile what they’ve learned into creative,
GROUP DYNAMICS:Students learn a variety of roles to help them become productive group
members.They work together in different
situations to solve problems, share ideas, etc…
exploration of high interest topics, concerns, and ideas through verbal
interaction is used to further develop higher levels of thinking and verbal
INTROSPECTION:This is a continual process when students identify, express, and compare
their ideas, opinions, and feelings.
CREATIVE PROBLEM SOLVING:Students work individually or in groups to solve actual or hypothetical
problems using a systematic approach that consists of four steps:
1) Thinking (fact finding, brainstorming for
2) Evaluating ideas, 3) deciding, and 4) acting
(making/executing a plan of action).
activities provide a stimulating challenge to think logically, critically, and
creatively in order to discover an answer when working puzzles, considering
questions, or solving problems.
CRITIQUE:A means of self-evaluation when students
identify the purpose of an activity and the strategies utilized, recall newly
learned facts, identify strengths, and areas to improve.Students also evaluate their overall
participation and performance at the completion of an activity or unit of