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Curriculum differentiation in the Gifted Education Programme
Author
Tan, Jasmine U-Pin
Supervisor
Toh, Tin Lam
Abstract
The Gifted Education Programme (GEP) was first implemented in Singapore in 1984. It was initiated by the Singapore Ministry of Education (MOE) in line with its policy under the New Education System to allow each pupil to learn at his/her own pace. The MOE is committed to ensure that the potential of each pupil is recognised, nurtured and developed. It was recognised that there are pupils who are intellectually gifted and that there should be provisions to meet their needs.
Teachers of GEP have to attend a compulsory course on 'Curriculum Differentiation for the Gifted'. In this course, various curriculum models and strategies for differentiation are presented to teachers. The purpose of this course is to equip teachers with the skills to differentiate their curriculum from that of the mainstream in order to cater to the needs of the gifted.
The first part of this research involves the process of planning and developing a differentiated mathematics lesson package, Statistics. It illustrates how the topic will be differentiated based on the Maker's model on content, process, product and learning environment modifications to curriculum mentioned in chapter 2 of this dissertation.
The second part of this research aims to review actual practices in light of differentiation strategies for the gifted education at Secondary level. The focus of this research are (1) the identification of theoretical models of which teachers are aware of and use as the bases for their programmes; (2) the various strategies adopted by teachers in differentiating their lessons; and (3) teachers' perceptions of the difficulties, concerns or obstacles they face in designing and implementing a differentiated curriculum. Four mathematics teachers from a secondary school teaching in the Gifted Education Programme were interviewed to gather information for the above research focus points.
Teachers of GEP have to attend a compulsory course on 'Curriculum Differentiation for the Gifted'. In this course, various curriculum models and strategies for differentiation are presented to teachers. The purpose of this course is to equip teachers with the skills to differentiate their curriculum from that of the mainstream in order to cater to the needs of the gifted.
The first part of this research involves the process of planning and developing a differentiated mathematics lesson package, Statistics. It illustrates how the topic will be differentiated based on the Maker's model on content, process, product and learning environment modifications to curriculum mentioned in chapter 2 of this dissertation.
The second part of this research aims to review actual practices in light of differentiation strategies for the gifted education at Secondary level. The focus of this research are (1) the identification of theoretical models of which teachers are aware of and use as the bases for their programmes; (2) the various strategies adopted by teachers in differentiating their lessons; and (3) teachers' perceptions of the difficulties, concerns or obstacles they face in designing and implementing a differentiated curriculum. Four mathematics teachers from a secondary school teaching in the Gifted Education Programme were interviewed to gather information for the above research focus points.
Date Issued
2005
Call Number
LC3998.S55 Tan
Date Submitted
2005