Differentiation is the process of modifying curricula and teaching strategies to accommodate a diverse population of students with varying levels of ability, socioeconomic status, social-emotional disposition, and interests. Teachers make adjustments to curriculum complexity using Blooms Taxonomy and use various instructional practices, regrouping strategies, curriculum design models and teaching methods. The first step in the "differentiation process" is to identify, which learner requires a "differentiated curriculum" and why?
Compacting allows students to challenge portions of the curriculum before instruction. If high levels of mastery are determined, more appropriate challenges can be provided through acceleration or enrichment. See more about "Compacting, Enrichment, and Acceleration" in the footer section.
ASCD Publication Integrating Differentiation and Understanding by Design; Tomlinson and McTighe
Callard-Szulgit, R. (2004). Perfectionism and gifted children.
Kay, K. (2000). Uniquely gifted: identifying and meeting the needs of twice- exceptional students. An Avocus Advocacy In Education Title.
Robinson, A., Shore, B. & Enersen D. (2007). Best practices in gifted education. Prufrock Press. Waco Texas.
Rogers, K.B. (2002). Re-forming gifted education. Great Potential Press. Scottsdale, Az.
Toth, N. W. (1999). Gifted Education: A Critical Discussion
Uresti, R., Goertz, J., & Bernal, E. M. (2002). Maximizing achievement for potentially gifted and talented and regular students in a primary classroom. Roeper Review, 25(1), 27-31.