Day 3 focuses on curriculum and instruction for gifted/talented learners. In this self-paced course, participants will explore how differentiation helps teachers respond to student readiness, interests, learning needs, and instructional goals. While many educators already differentiate for students who need additional support, this course emphasizes the importance of intentionally planning for advanced learners who may need greater challenge, depth, pacing, independence, or opportunities to apply learning in meaningful ways.
Throughout the course, participants will review key expectations from the Texas State Plan, examine how curriculum and instruction connect to gifted learners’ needs, explore Tomlinson’s framework for differentiation, and consider how pre-assessment, respectful tasks, flexible grouping, ongoing assessment, and documentation can support instructional decisions. Participants will also learn how tools such as the Texas Performance Standards Project can provide opportunities for advanced products, performances, research, and meaningful application.
This course emphasizes that differentiation for gifted learners is not about creating a separate lesson for every student or simply giving more work. Instead, participants will learn how to use evidence, planning, and purposeful instructional strategies to provide gifted learners with appropriate challenge, meaningful learning, and opportunities for continued growth.
This is a self-paced course. Participants may enroll at any time during the registration period and complete the coursework at their own pace before the course closing date. Course access begins September 1 and ends December 31 2026