Capstone Project Title
Patty Born Selly
Stacy Waskosky, Scott Sirek & Margaret Thomas
The research demonstrates that gifted students need to have the option for content acceleration for their intellectual needs, this is especially true for mathematics. The curriculum designed for this project uses the Understanding by Design curriculum planning model, in order to help gifted/talented students accelerate through the pre-algebra (7th grade MN math standards) using a compacting and flipped model of instruction. Gifted and talented students can be identified through many facets, and be identified with a variety of different areas for giftedness. These students who are gifted may need acceleration in order to best meet their academic needs as a learner. The curriculum focuses on a non-traditional instructional model, flipped instruction. Through flipped instruction students are able to work at their own pace to accelerate in a manner and pace appropriate to their own unique learning needs. The goal of this project is to help students accelerate through pre-algebra content at their own pace in order to align and get on pace with Algebra peers from the next level of mathematics. The purpose of accelerating using a compacting model is to help fill and use a stop-gap method so that gifted students don’t skip courses/content and end up with holes in their foundational understandings of mathematics. By allowing for students to work through this flipped model, there will be less gifted students feeling stuck or held back by the traditional instruction model, while easing the burden on a teacher to not have to do multiple in-person instructional lessons every day for multiple levels/lessons of mathematics.
Curriculum, Developmentally Appropriate Practice, Mathematics, Teachers/ Teaching
Boyd, Samantha, "Components Necessary to Create a Flipped Model of Instruction for Accelerating 4th-8th Grade Gifted/Talented Students" (2020). School of Education Student Capstone Projects. 482.
School of Education Student Capstone Projects