Differentiating instruction for gifted students in the English/Language Arts classroom
Edwards, Richard Allen
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This paper discusses differentiated gifted instruction as it is implemented in the secondary English/Language Arts classroom by providing a detailed definition of differentiation based on the current educational literature, examining both the positive and negative aspects of said pedagogy, defining the character and nature of giftedness, and offering specific, concrete examples of differentiation in action, as well as providing a framework towards creating a differentiated gifted curriculum for a secondary English/ Language Arts classroom. While this thesis is primarily concerned with the gifted high school English classroom, the tenets of differentiation discussed within have a wide range of applicability for teachers of all subjects, all grade levels, and across the entire intellectual spectrum.