Method

Description Benefits Limitations

This model lists and categorizes ideas Large amounts of discussion Difficult to apply across
to draw deeper conclusions about the and collaboration build different content areas and
content at hand. After consideration multiple perspectives subjects
of a source or topic, students work to Sorting and re-sorting The process of forming
Tabas Concept list specific instances of a concept categories of ideas allows generalizations requires high
found in the source. Students then students to consider a concept levels of critical thinking can
Development
work to sort and create categories for with great depth be extremely challenging for

their listing. After collaboration and Forming deeper non-gifted students
discussion, student might re-sort their generalizations about a topic
list of ideas in an entirely different organizes thinking around big
way to discuss and define larger ideas, which can make
generalizations about the concept at concepts more universal for
hand. students
This model focuses on pre-planning Higher-level questioning can Usually highly discussion-
quality questioning. One model of is benefit all learners (not just based; might not directly
based o n C ostas T hree L evels o f gifted students) meet needs for exploration
Inquiry. W ithin t his m odel, L evel 1 Can be applied to any content or problem solving desired
Questioning questions a re f actual, L evel 2 area to greatly raise by many gifted students
questions require skills such as achievement May be difficult to see
(Levels of
analysis and inference, and Level 3 Can be used with any age or potential of less vocal
Inquiry) questions are abstract and usually grade level students
evaluative. Increased focus should be Can easily be differentiated
placed on Level 2 or Level 3 according to student need
questioning during instruction.
Bruners model believes that each Practicing the discipline is Students may fail to make
discipline contains a structure, and active and builds high connections if initial
Bruners students gain deeper understandings engagement experience is not properly
Structure of the of the content when immersed in the The amount of small group established
Intellect structure. When students practice work and discussion makes Implementation can be time
Bruners model, they reflect on their learning highly student- consuming
familiarity with the discipline. After centered Believed in advancing
an additional exposure they refine Builds transfer skills; the development more quickly,
their familiarity and practice the direct experiences allow but certain students may be
discipline directly. Students then students to create building frustrated by amount of
reflect to refine viewpoints and blocks to reference later challenge
generalizations. across content areas1
Service learning teaches students Explores multiple In a climate that favors high
about deeper themes through direct perspectives and meaningful stakes testing, it might be
involvement i n t he c ommunity. T his connections to real life difficult for teachers to find
model i s u sually h ighly s tudent d riven, Builds empathy, problem- time to successfully
Service Learning where s tudents m ust i dentify a solving, and motivation implement a service learning
problem, p repare t o s olve i t, a nd t ake Easily applied across project
action to follow through on their plan. disciplines
The model completes by evaluating Appeals to many
what was learned and celebrating characteristics of the gifted,
outcomes in concrete ways. including a sense of justice,
creativity, and inquiry
Celebrating student work
helps them reach their
development potential2
Relevant to all students, not
just gifted.

1 Stephens,
Kristen. Jerome Bruner (PowerPoint Presentation). Accessed at www.sakai.duke.edu.
2
Terry, A. W. & Bohenberger, J. E. (2003). Service learning: Fostering a cycle of caring in our gifted youth.
The Journal of Secondary Gifted Education, 15 (1), 23-3
 Kohlbergs model focuses on moving Easily applied to many Does not take into account
Kohlbergs students through stages of moral content areas, helping how emotions can effect
Moral Dilemmas development by justification rather students to develop a moral decision making
than indoctrination. This model framework that transcends May contain gender or
follows several steps, presenting content3 cultural biases
students with a complex dilemma, Open-ended nature builds May need additional ways to
working to clarify the facts, identifying reasoning and justification ensure that learning is
a position and reasons justifying their skills actually applied to moral
position, and working in small groups Appeals to strong sense of behavior4
to discuss their position. Students justice in many gifted learners Not always directly tied to
then come back as a whole group to Focus on small group work content learning
refine their position based on any new promotes student-centered
information learned. learning
Simulations center around role- a powerful tool to teach Can potentially be difficult to
playing activities. Students must reasoning skills to solve apply specifically to certain
construct reproductions of objects problems in the real world6 subject areas (Language
Simulations and situations to create a given Highly engaging for students Arts)
reality.5 Students take on an assigned Engages the competitive Implementation can be
role and interact to build upon this nature of many gifted highly time consuming
role. These lessons are often for an students Can be too complex for
extended time and illustrate the many Decision making is student- younger students
complexities of reality. driven
Easily applied across
disciplines
The Socratic Method is a group Develops both a sense of Is most successful with
discussion model that is structured by independence and strategically selected texts
the teacher to meet certain community It may be difficult for less
expectations, but is highly student led. Gives students a voice to vocal students to show their
It prompts students to read a text, practice speaking skills potential

generate questions, and explore ideas Structure builds critical
Socratic Method through an open-ended discussion. thinking in targeted ways
Benefits of voice often spill
over into writing7
Applicable to all students
(including non-gifted)
Problem based learning begins with a Highly applicable to personal May be difficult to use with
problem and asks students to work experiences younger students or those
backwards to find a solution. The Easily applied across lacking certain background
Problem-Based problems are ill-structured disciplines experiences
Learning problems, which can lead to more Builds collaboration Sometimes does not apply
than one possible solution. The Other instructional skills, directly to classroom
complexity of the problem allows such as research or writing, content or learning
students to take multiple paths to are easily inserted
problem solving.8

3
Maker, J. & Schiever, S. (2005). Teaching Models in Education of the Gifted. ProED, 409-423.
4
Stephens, K. Theory of Moral Development (PowerPoint Slides). Retrieved from www.sakai.duke.edu.
5
May, D. G. (1997). Simulations: Active learning for gifted students, reasons and resources. Gifted Child
Today, 20, 28 35.
6
May, D. G. (1997). Simulations: Active learning for gifted students, reasons and resources. Gifted Child
Today, 20, 28 35.
7 Chorzempa, B. F., & Lapidus, L. (2009). "To Find Yourself, Think for Yourself": Using Socratic
Discussion In Inclusive Classrooms. Teaching Exceptional Children, 41(3), 54-59.
8 Stephens, Kristen. Project Based Learning (PowerPoint Presentation). Accessed from www.sakai.duke.edu.
 Visual thinking strategies incorporate Builds analytical skills and Depending on the activity,
art in various ways in order to engage attention to detail some students who are less
critical thinking skills. Visual thinking Helps students to apply what artistic or visual might feel
strategies analyze a piece of artwork they already know through a disengaged
Visual Thinking through target discussion that leads to unique lens It may be difficult for less
Strategies deeper understanding of themes and Open ended nature fuels vocal students to show their
big ideas. creativity potential
Group discussion allows
students to learn directly
from each other (student
centered)
Skills incorporated can easily
benefit all students
Easily applicable across all
content areas