Providing Curriculum Alternatives to Motivate Gifted Students
ERIC Identifier: ED372553
Publication Date: 19940600
Author: Winebrenner, Susan  Berger, Sandra
Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.
How to get the best performance from every student is a challenging task, especially in
classrooms where there are many different levels of ability. Often, students who are
gifted are not challenged to perform to their full capacity because they seem to be doing
just fine. Unfortunately, these students may never achieve their potential because they
have not had complex tasks and have never learned to really work. This digest presents
two strategies to help highly able students get more out of school. Teachers may find
that the following strategies enable them to challenge and motivate not only gifted
students, but also other students who have talents and abilities in specific areas.
STRATEGIES FOR MOTIVATING STUDENTS TO WORK AND LEARN
Gifted students benefit from participating in activities that are different from those
designed for other students. Such alternative activities should extend basic concepts
and allow students to connect their personal interests to the course curriculum. Extra
credit activities should be avoided as they send a message that more work is required.
Two strategies that are helpful to teachers in managing alternative activities are
 COMPACTING  Students who demonstrate previous mastery spend less time with the
regular curriculum and more time with extension and enrichment opportunities.
 CONTRACTS  Written agreements between teachers and students that outline what
students will learn, how they will learn it, in what period of time, and how they will be
evaluated.
Contracts allow students to engage actively in the decisionmaking process,
directing their course of study (Parke, 1989, pp.7071).
GUIDELINES FOR COMPACTING
The following guidelines are useful for pretestable subject areas where students move
between an instructional group and extension activities.
 At the beginning of a unit, provide opportunities for interested students to
demonstrate mastery in some way. The same activity may be used for postassessment.
 Students who achieve a specified criterion or grade attend class only on the days
when instruction includes concepts they have not mastered. On those occasions, they
become part of the regular class and participate in assigned activities.
 For each student who achieves a specified criterion level on the preassessment
activity, prepare a contract listing required concepts, enrichment options, and specified
working conditions. Check only the topics students have not mastered so they know
when to join the larger group.
The following guidelines are useful when material may not be pretestable because it is
unfamiliar to students. Compacting is still required because gifted students need less
time than their age peers to learn new material.
 Prepare a study guide that includes the same concepts for which all students will be
responsible.
 Offer the study guide opportunity to all students who have exhibited easy mastery of
previous topics.
Eligible students will be expected to learn the study guide material, but
it is understood that they will spend the majority of their school time working on their
extension tasks. Students should not be required to write out the answers for the
content of the study guide. They may use any means they choose to learn the material,
but must be able to demonstrate mastery.
 Include dates when students must meet with the rest of the class to demonstrate their
competence with the required concepts. Students who do not demonstrate competence
must return to work with the class for the rest of the unit.
Thus, during a specific unit of time, students are moving back and forth between the
teacher directed group and independent work on extension activities.
GUIDELINES FOR CONTRACTS
The following guidelines are useful for pretestable subject areas where students are
moving between instructional group and extension activities.
 In one section of the contract, list the concepts or outcomes that the whole class will
learn. In another section of the contract, list a variety of alternative or extension
activities from which students may choose. These activities may be developed by the
teacher, the student, or both. If extension activities are developed solely by the teacher,
options should include "Your original idea" so that students can link their personal
interests with the required curriculum. Ideas designed by the student must have teacher
approval.
 Students work on alternative activities on the days when the class is learning
concepts they have previously mastered.
 Students should be responsible for documenting their time. One option is to ask
students to keep a log of their activities on the days they are not working with the rest of
the class. Set guidelines for those activities.
 Student outcomes or grades result from a combination of work completed with the
class and a posttest or postassessment activity. The section on Guidelines for
Evaluation of Alternative Work provides details.
The following guidelines are useful for subject areas that may not be pretestable
because material is unfamiliar to students. In this case, teachers use a study guide with
an independent study agreement, illustrated on the reverse.
 Provide students with a study guide that contains a list of expected outcomes for a
unit, which they may choose to achieve independently. Instead of working with the
regular class, these students will research and present information about an alternative
topic related to the general theme or unit.
 Students work on the extended activity in school during the time the class is working
with the regular content. Thus, the activity becomes their real work for the class period.
 Students sign an agreement similar to the following illustration.
INDEPENDENT STUDY AGREEMENT
The following terms are agreed to by teacher and student:
 The student may learn the key concepts or the information described on the study
guide independently.
 The student must demonstrate mastery at appropriate checkpoints to continue this
arrangement for the rest of the unit.
 The student must participate in selected group activities when one day's notice is given
by the teacher.
 The student agrees to complete an independent project by (date) to share with the
class.
Project description:
The student agrees to work on the selected project according to the following guidelines
while the remainder of the class is involved with the teacher.
(List guidelines.)
Teacher's signature: 
Student's signature: 

A similar agreement may be used with all independent study activities. The prototype
may be used for ideas on what to include, or teachers may use their own ideas.
Students rejoin the large group for special experiences in which all students should
participate.
 Students who do not work on their alternative activity or do not honor the working
conditions of the agreement are required to rejoin the class for the duration of the unit.
 Students present their project to the class at an appropriate time. Written work is not
required. Students are expected to present a talk of 710 minutes, accompanied by at
least one visual aid. Or, students may negotiate a suitable means of demonstrating to
the class what has been learned.
 Evaluation or grading alternatives are described in the section that follows on
Guidelines for Evaluation of Alternative Work.
GUIDELINES FOR EVALUATION OF ALTERNATIVE WORK
The following guidelines are useful for pretestable subject areas where students are
moving between instructional group and extension activities.
 Alternative student work is more easily managed when student activities require more
than one class period to complete.
In mathematics, for example, students might
research the real world applications of the course content, work with various number
bases, or investigate the lives of famous mathematicians. In writing or English classes,
students might work on more complex or openended writing assignments, or
investigate the writing style of several authors.
 When eligible students work on alternative activities, the goal should be to provide
them with opportunities to master challenging tasks. They would earn the same credit
as if they had completed the regular tasks as long as they adhere to the agreedupon
working conditions.
The following guidelines are useful for subjects that may not be pretestable because
material is unfamiliar to students.
 Alternative work extends the regular curriculum. Therefore, extension projects should
earn at least a grade of B or the equivalent because the students are going beyond
what is required.
 All criteria for evaluation should be presented and understood before students begin
an extended activity. Teacher expectations should be clearly stated.
 Students earn a grade of B if the completed work represents typical research that
merely reports secondary sources and if the presentation is properly made to an
appropriate audience.
 Students earn a grade of A if the completed work represents unique or creative
research, provides evidence of primary sources, represents an interesting or unusual
synthesis of available data, or the material is presented in an original manner.
 It is important for students to understand that they need to be working productively
during school time. If they do not follow the expected working conditions, they need to
rejoin the regular instructional group and may be required to make up some of the
regular work. If students become immersed in the topic and wish to continue beyond the
expected date, they must provide a progress report at regular intervals.
 If point systems, rubrics, or holistic assessment methods are used for other activities,
these methods may also be used to evaluate students' extended projects. Students may
become engaged in the creation of the scoring rubrics and evaluate their own work as
the project progresses by measuring their project against the rubric criteria.
Responsibility for evaluating student work is then shared between teacher and students.
SUMMARY
Effective teachers at all grade levels have found that students differ in the ways they
learn best and therefore learn better when teachers vary approaches to learning.
Compacting and contracts make it possible for teachers to present alternative activities
to highly capable learners that are challenging, promote cognitive growth, and are
based on student interests. Regular use of compacting and contracts will benefit not
only gifted students, but also provide interesting educational opportunities for the entire
class.
Note: This digest was developed from TEACHING GIFTED KIDS IN THE REGULAR
CLASSROOM by Susan Winebrenner.
ERIC Digests are in the public domain and may be freely reproduced and disseminated.
This publication was prepared with funding from the Office of Educational Research and
Improvement, U.S. Department of Education, under contract no. RR93002005. The
opinions expressed in this report do not necessarily reflect the positions or policies of
OERI or the Department of Education.
RESOURCES
Parke, B. N. (1989). GIFTED STUDENTS IN REGULAR CLASSROOMS. Needam Heights, MA: Allyn & Bacon.
Reis, S., & Renzulli, J. (1992). "Using curriculum compacting to challenge the aboveaverage." EDUCATIONAL LEADERSHIP, 50(2), 5157.
Winebrenner, S. (1992). TEACHING GIFTED KIDS IN THE REGULAR CLASSROOM. Minneapolis: Free Spirit Publishing.
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