Maker’s Model for Differentiated Instruction
While differentiating instruction for gifted pupils may seem complicated, established frameworks are available to support this process. One of these is the Maker’s model, which holds that curriculum should be differentiated to complement gifted students’ abilities in the areas of product, process, and environment. (Letina, 2021). With content, teachers of gifted students should provide a more challenging curriculum, introduce more abstract ideas, present more complex material, and teach students how to conduct advanced research.
Through this process, teachers should promote student autonomy, problem-solving, critical thinking, investigative work, open-ended activities, and creative thinking. They should also examine student work in greater detail and adjust to various learning styles. Product-wise, creating original ideas and products, solving real-life problems, and receiving appropriate feedback should be prioritized. Finally, the classroom environment should celebrate learning, be open, tolerant, and negotiation-oriented, and be student-centered (Letina, 2021). Hence, with the Maker’s model approach, it is possible to tailor a program for advanced students in any subject.
Application of the Model to Math Lessons in the First Grade
Hence, the Maker’s model can be applied to a 1st-grade student who excels in mathematics. Simply giving the child more work will not be enough, as, from a psychological standpoint, the child will feel penalized for being bright. Hence, they should be taught to make their own research, with their assignments tailored to their level (content). For example, they can be given more complex equations and problems than the rest of the class.
Moreover, the teacher should prepare them to work independently, encouraging them to study the material and further explore the problems presented in the textbook. The teacher should frequently elicit their assistance in solving equations before introducing them to the class to inspire further independent study (process).
Additionally, the instructor should collaborate directly with the students, providing them with additional feedback and details about the selected subjects and how they relate to the outside world (e.g., a product). Lastly, the teacher should praise their achievements and be open to discussions on the subject to maintain motivation (environment). Thus, with a properly realized Maker’s model, the 1st-grade pupil gifted in math will be motivated to pursue advancement in the field.
Reference
Letina, A. (2021). Using differentiation strategies for gifted pupils in primary school science classes. Journal of Elementary Education, 14(3), 281-301.