The Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented

The history of curriculum development for the gifted has witnessed a seesaw effect rather than an appropriate balance between authentic knowledge (content) and instructional techniques (process). The Multiple Menu Model is a practical set of planning guides that can assis t curr iculum developers in combining content with instructional strategies. Menus are provided in the areas of Knowledge, Instructional Objectives and Student Act ivi t ies , Instruct ional Strategies, Instruct ional Sequences, and Artistic Modification. Each of the five planning menus is designed to provide specific forms of guidance for the construction of curricular material that is consistent with generally agreed upon goals of gifted education. A lesson planning guide is designed to synthesize and insure representation of the content and process selected from the respective menus. Thinking abi l i ty is not a subst i tu te for knowledge; n o r i s k n o w l edge a substitute for thinking ability. Both are essential. Knowledge and thinking are two sides the same coin. R. S. Nickerson Anyone who sets out to develop curriculum for the gifted will invariably come face to face with two unavoidable realizations. First, the development of truly differentiated curricular material is a difficult and demanding process. It involves far more thought and work than “slapping together” a few process development activities. no matter how exciting these activities may be. An extraordinary amount of effort is necessary to produce material that will respect the curricular principles that have been set forth by various theorists and the kinds of criticism leveled at many of the activities commonly used in programs for the gifted (Stanley, 1980, p. 234; Renzulli, 1977. Preface and Chapters 1 and 2). A second realization is that there is a good deal of consensus among present day writers abour underlying principles for developing differentiated curriculum. Although various approaches are recommended. the fact that there have been few if any “small wars” among theorists is testimony to the general acceptance of principles that can be found in the literature. Most of these principles. invariably phrased as “should statements,” point out the need for curricular experiences that on thinking skil ls , abstract concepts. advanced level content , interdisciplinary studies, and a blending of content , process, and product (NSSE Yearbook, 1958; Passow, 1982). 2 9 8 These same should-lists typically include principles that call for cooperative efforts between content scholars and teachers or instructional specialists. From the vantage point of an idealist, the principles are worthy because they represent ult imate goals, and these goals have been widely accepted. Indeed, the principles form the veritable “gifted gerberfood” of the field because they represent the basic kind of information that forms the foundation of curriculum development. But from the perspective of a pragmatist, the principles are far too general to provide the kinds of specific guidance necessary for the practical job of actually writing differentiated curricular material. Curriculum developers are, by definition, pragmatists, because they must come up with tangible, practical outcomes. They also need guidance in overcoming the practical problems that are typically encountered in curriculum development. To do this they need both the principles of the idealist and the practical models that will allow them to translate principles into concrete p r o d u c t s . Overview of the Multiple Menu Model Experience gained through various curriculum projects has led to the development of the Multiple Menu Model for Developing Differentiated Curriculum for the Gifted (See Figure 1). The purpose of this model is to provide a practical set of planning guides that can assist curriculum developers in the process of combining authentic knowledge with several dimensions of instructional technique. The concept of a “menu” was selected because it conveys the idea of choices that can be made within each of the several components of the model. Each menu provides a range of options from Putting the Research to Use The model presented in this article is designed to provide curriculum developers with a “blueprint” within which content and process can be applied in classroom or resource room settings. A broad range of specific dimensions of knowledge and instructional objectives are arranged into a series of “menus” from which curriculum authors can make choices based on the particular types of emphasis they would like to place an instructional sequence. A Lesson Planning that is designed to synthesize several components of a is provided. and procedures for cross-referencing process are suggested. Gifted Child Quarterly which the curriculum developer can select the knowledge segments that form the basis for a curricular unit, lesson. or lesson segment, and the various instructional techniques that will enable the knowledge to be taught in an interesting and effective manner. In later sections. we will examine each menu in detail and the specific procedures that are recommended for using the menus.