1. Gifted Systems, Models and Theories
The Autonomous Learner Model
The Levels of Service Approach 
Integrated Curriculum Model
Pyramid Model
The Purdue Three-Stage Model & The Purdue Secondary Model
The Schoolwide Enrichment Model / Enrichment Triad Model
Parallel Curriculum Model
Stacie
How do you create an environment in which GT students feel challenged and safe to explore and express their uniqueness?
From NAGC:
In truth, there are dozens of systems and models for the development and programming of gifted programs. Each one takes into account identification criteria, curriculum, and a continuum of services to be provided, with consideration for the specific target audience.
Here are several of these systems and models. There is not one definitive model that best serves the entire population of gifted students. As you will discover, many of them differ in the identification criteria, options available, and curricular ideals. One thing is for certain, they all have the education of the gifted and talented at heart.
Pick your spot
Briefly go over each

2. The Autonomous Learner Model
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The Autonomous Learner Model (ALM) for the Gifted and Talented was developed in 1979 by George Betts and Jolene Kercher to specifically meet the diversified cognitive, emotional and social needs of gifted learners. Emphasis is placed on meeting the individualized needs of learners through the use of activities in the five major Dimensions of the Model.
Dimension One: Orientation The Orientation Dimension of the Autonomous Learner Model provides learners, teachers, administrators, and parents with the opportunity to develop a foundation of the concepts of giftedness, talent, intelligence, creativity, and the development of potential. Learners discover more about themselves, their abilities, and what the ALM has to offer. Activities are presented to give learners an opportunity to work together as a group, to learn more about group process and interaction, and to learn more about the other people in the program. Dimension Two: Individual Development The Individual Development Dimension of the model provides learners with the opportunity to develop the cognitive, emotional, social and physical skills, concepts, and attitudes necessary for life-long learning. In other words, learners become autonomous in their learning. Areas within the dimension include opportunities for the inter/intrapersonal development of the learners, the appropriate learning skills for life-long learning, and the area of technology. The learners also participate in college and career involvement, the development of organizational skills and the importance of productivity skills, which are used when information is presented in a variety of ways. Dimension Three: Enrichment The Enrichment Dimension of the Autonomous Learner Model is developed to provide learners with opportunities to explore content and curriculum that is usually not part of the prescribed school curriculum. The highest level of learning is manifested when learners have the freedom to select and to pursue content or curriculum in their own style. Curriculum differentiation by the learners begins with Explorations, where the goal is to “find out” what is out there. Become an explorer yourself and find new and unique knowledge in a variety of methods. The second type of learner differentiation is Investigations. These are more in-depth than Explorations and require the learners to design, implement, complete, and present a project with a mini-product. Learners are also involved in Cultural Activities that are designed so that they are involved in cultural events in the community. Service activities are essential and are non-negotiable. The humanitarian spirit is incorporated into the ALM. Through participation in Service activities, the majority of the learners want to make this a better world. Dimension Four: Seminars The Seminar Dimension of the model is designed to give learners in groups of three to five opportunities to research a topic, present it as a seminar to the rest of the class and other interested people, and to assess it by criteria selected and developed by the learners. A seminar is essential because it provides learners the chance to move from the role of student to the role of learner. If students are to truly become learners, they must have the opportunity to experience guided independent group learning, by experiencing learning in a structure that promotes the development of new knowledge. Dimension Five: In-depth Studies The In-depth Study Dimension of the Autonomous Learner Model empowers learners to pursue long- term in-depth studies in their passion areas. Learners determine what will be learned, how it will be learned, how it will be presented, and what facilitation will be necessary by the teacher and mentor. These plans are then implemented and completed by the learners with presentations being made at appropriate times until the completion of the project. Final presentations and assessments are given to all who are involved and interested.

3. The Levels of Service Approach
Levels of Service ("LoS")  is a contemporary, inclusive approach to programming for talent development that can be applied at the school, school district, or state (province/ministry) levels. The model originated with Dr. Don Treffinger's work on the "Individualized Programming Planning Model."in the early 1980's. - Don Treffinger
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“Bringing Out the Best in Every Student”
The Levels of Service (LoS) approach to talent development, developed by the Center for Creative Learning in conjunction with educational leaders in several school districts and state educational agencies in the United States and Canada, seeks to to bring out the best in every student. We believe that developing talent— the potential for significant contributions or productivity (in original or creative ways) in any domain of inquiry, expression, or action, over an extended period of time— is vital for survival and success in the 21st Century.
Gifted education programs have traditionally identified and served a limited number of students, often based on specific percentages or “cutoff” scores on tests of ability or achievement. We acknowledge the importance of meeting the needs of high-ability students. However, in the LoS approach we extend that commitment by recognizing that significant potential exists among many more students than have traditionally been identified and served in both academic content areas and many talent domains.
Therefore, the LoS approach involves collaboration among educators, students, parents, and community leaders to form a partnership to ensure that every learner’s educational experience is appropriate, challenging, and differentiated. LoS programming focuses on providing opportunities for recognizing, nurturing, and celebrating students’ strengths, talents, and sustained interests. Programming for talent development includes all of the efforts made— at home, in a classroom, in a school, in a school district, and in a community— to respond to the many and varied potentials of all students.
Level I: Services for All Students Opportunities that provide foundational skills and tools that help all students to discover and build their personal strengths and talents.
Teachers in a school noticed that most of the questions they asked their students called for basic recall. They decided to teach higher level thinking skills and deliberately modified their questioning technique by developing questions that required students to think creatively and critically.
Level II: Services for Many Students Opportunities that invite students to engage in activities through which they can investigate their interests and verify areas in which they may demonstrate strengths and talent potentials.
A school offers students opportunities to participate on teams for the Future Problem Solving Program International (FPSPI) or the Destination ImagiNation® Program (DI).  (These activities may extend beyond Level II if students are chosen to compete at state or national levels.)
Level III: Services for Some Students Opportunities that involve alternative learning activities for students to engage in rigorous and complex learning based on their demonstrated performance and documented needs in areas of strength and sustained interest.
Students with strengths and talents in math may be placed in advanced math classes, Honors classes, or AP math courses (based on mathematical aptitude, skills, and interests). Their math opportunities may involve acceleration as well as opportunities for enrichment (e.g., special projects for individuals or small groups).
Level IV: Services for a Few Students Advanced opportunities that respond to the unique needs of individual students who have demonstrated outstanding ability, expertise, motivation and passion to learn in a talent domain or academic area.
In one district, elementary age students were permitted to enroll in secondary level course in areas of special talent, and middle- or secondary-level students had opportunities to take post-secondary level courses in their special talent areas (e.g., science, technology, dramatics, creative writing, history, and math!) at area community colleges and universities.
Is consistent with research on human abilities and styles.
The LoS approach:
Helps us manage change by integrating our efforts and priorities.
Recognizes and celebrates present positives while promoting continuous improvement in gifted education programming.
Stimulates innovation to help us raise our vision of the future to new levels.
Is consistent with contemporary views of curriculum, instruction, and assessment.
Reminds us where to keep “the compass” set: what’s important for students?
Supports appropriate and challenging instruction for high-ability students in many talent areas and academic disciplines.
Supports effective individualized and differentiated instructional practices for all students.

4. Integrated Curriculum Model
Stacie
The Integrated Curriculum Model (ICM), first proposed in 1986 and further explicated in subsequent publications (VanTassel-Baska, 1992; 1994; 1998), is comprised of three interrelated dimensions that are responsive to very different aspects of the gifted learner.– Joyce VanTassel-Baska
The Integrated Curriculum Model (ICM)
The development of exemplary curriculum frameworks and units of study for classroom use with high ability learners has been an emphasis at the Center for Gifted Education since its inception. Center materials are grounded in the Integrated Curriculum Model (VanTassel-Baska, 1986, 1995, 2002), which is designed to respond to gifted learners’ characteristics of precocity, intensity, and complexity through its three dimensions of advanced content, higher level processes and product development, and interdisciplinary concepts, issues, and themes. The Integrated Curriculum Model (ICM) is comprised of three interrelated dimensions.
The ICM has been translated into a curricular framework and set of teaching units in the areas of language arts, social studies, and science.
ICM Features:
Overarching Concepts –Changes, Systems, Patterns, Cause & Effect
Advanced Content –In-depth. Advanced Reading, Primary Sources, Advanced Skills
Process-Product -
  Elements of Reasoning
  Research
  Problem-based Learning
  Inquiry Skills

5. Pyramid Model
Stacie
Basic to the Pyramid Concept is the premise that students should move ahead as they master content, skills, and concepts. – June Cox
The pyramid model above is based on a recognition that no single "program" can meet the needs of students with a wide range of observable talents and gifts. Programming represents a decision-making process in which we analyze the characteristics and needs of students in order to determine the most effective instructional responses. The decision making process may lead to a conclusion that services presently being provided should be modified in some ways. Nothing is more central to programming than responsiveness to the unique needs of each student.
For some students, school-wide enrichment activities or modifications to the regular curriculum may be sufficient to address learning needs. For other students, further program modifications, provided either inside or outside of the regular classroom, or outside of the school setting, may be required. These program modifications will vary in their duration and design from school to school or student to student, and may be considered "revolving door" services provided when and for whatever time the services are required.
The upper level of the pyramid indicates that for a small number of students (1 to 2%) more intensive efforts must be made to accommodate the learning needs of students who consistently provide evidence of superior performance capacity in specific academic areas, creative thinking, visual and performing arts, and leadership. For these students, a personalized education plan is created, with input from classroom teachers, parents, and the students.

6. The Purdue Three-Stage Model & The Purdue Secondary Model
Goals
Activities
Stacie
A model for educating gifted secondary students combines acceleration and enrichment opportunities with counseling to match services with students' needs and abilities. Additional components of the model include advanced placement classes, honors classes, seminars, career education, math-science acceleration, the arts, extra school instruction, cultural experiences, foreign languages, and vocational programs.
broad-based, program-specific identification procedures; (c) grouping structures that allow gifted
in gifted education. At the program level, the Model proposes (a) clear, defensible program goals; (b)
The Purdue Three-Stage Model is a general framework for program and curriculum development
students to interact with each other; (d) well-trained instructors; and (e) differentiated instruction based
advanced disciplinary or interdisciplinary content; (b) challenging activities that develop creativity,
Feldhusen, Powley, Nidiffer, & Whitman, 1993). At the curriculum level, the Model suggests (a)
on the Purdue-Three Stage Model curricular framework (Feldhusen & Kolloff, 1986; Moon,
higher level thinking, problem solving skills, and independent learning abilities; and (c) creative,
skills needed to successfully complete independent projects (Kolloff & Feldhusen, 1984; Moon,
the Model suggests that it increases thinking skills, problem solving skills, and the self-regulatory
complex learning products (Feldhusen & Kolloff, 1986; Moon, 1993b; Moon et al., 1993). Research on
Feldhusen, & Dillon, 1994).
an appropriately challenging learning environment for gifted students. All of the components are
As noted above, the Purdue Three-Stage Model has five components that work together to create
Description of the Model
essential to effective implementations of the Model. Each component is described in more detail below
development of program-specific identification procedures that ensure that the students who are asked
A Purdue Three-Stage Model program has clear, defensible goals. Those goals enable the
Program Goals
to participate in the program will benefit from their participation. They also ensure a quality program
The Purdue Three-Stage Model was designed to address the characteristics and needs of gifted
Student Selection
that can be easily evaluated by determining whether or not the goals of the program are being met.
students (Feldhusen & Kolloff, 1986) (Figure 1). These instructional needs suggest that gifted youth
with cognitive peers. Therefore, the Purdue Three-Stage Model recommends that gifted students be
instruction in a stimulating educational environment where they have ample opportunities to interact
benefit from being grouped together for instruction so that they can receive fast-paced, complex
identified and grouped together for instruction.
2. Learning activities at appropriate level and pace;
1. Maximum achievement of basic skills and concepts;
Figure 1: Needs of Gifted, Creative, and Talented Students
3. Experience in creative thinking and problem solving;
5. Stimulation of imagery, imagination, and spatial abilities;
convergent problem solving;
4. Development of convergent abilities, especially in logical deduction, critical analysis, and
6. Development of self-awareness and acceptance of own capacities, interests, values, and
8. Exposure to a variety of fields of study, art, and occupations;
7. Stimulation to pursue higher level goals and aspirations;
needs;
9. Development of independence, self-direction, and discipline in learning;
11. A large fund of information about diverse topics; and
and talented students;
10. Experience relating intellectually, artistically, and affectively with other gifted, creative,
12. Access and simulation to reading.
special educational provisions to ensure that those talents develop properly. The identification
The critical decision is whether a child or adolescent has abilities so advanced that s/he needs
Adapted from Feldhusen & Robinson-Wyman, 1980
procedure is designed to answer this question in general terms. It provides normative information on
available gifted programs and services. For example, it can be very helpful to have a picture of an
produce a talent profile that will enable school personnel to match the talents of the child to the
the level of intellectual, creative, and academic talent possessed by the child. In addition, it might
adolescent’s relative strengths with respect to verbal, mathematical, and spatial abilities, as well as
Model programs in English and science.
economics, and science, in order to decide whether to encourage participation in Purdue Three-Stage
information on this learner’s current levels of performance in more specific areas like writing,
The specific identification procedures used will vary with different implementations of the Model
skills, identification criteria will focus on intellectual, creative, and academic potential (Kolloff &
from the program being offered. If the program focuses on the development of thinking and learning
because it is very important that the identification procedures locate students who need and will benefit
Feldhusen, 1981, May/June). If the program is embedded in a discipline, such as English, the
Trained Teachers
work in that discipline (Powley & Moon, 1993).
identification criteria will include methods of assessing the students’ level of readiness for advanced
Because the Purdue Model incorporates so many of the principles of differentiating curriculum for
and teach instructional units based on the Purdue-Three Stage Model. Often it is difficult to completely
implemented by teachers who are licensed in gifted education. Trained teachers will be able to design
gifted learners and assumes that those learners will be grouped together for instruction, it is best
specify a Purdue Three-Stage Model unit ahead of time, because the Model is learner-centered.
teachers need to be as capable of developing curriculum as they are of teaching it. The Model assumes
and characteristics of gifted students and are comfortable with ambiguity. Purdue Three-Stage Model
Effective implementation of the Model requires talented, creative teachers who understand the needs
a nontraditional teaching style, where the instructor spends most of the time facilitating complex
facilitate this type of learning in talented youth.
generally thrive in this type of unstructured learning environment and have the skills needed to
problem solving and independent learning activities. Teachers with training in gifted education
When the Model is implemented in a content discipline, especially at the high school level,
Purdue Three-Stage Model
their discipline (Moon et al., 1993). They must be willing to undertake the extra work associated with
teachers also need to have a broad knowledge base in their content specialties and be enthusiastic about 4
teachers in a Purdue Three-Stage Model program are often at least partially responsible for developing
students. In many cases, they will need to have some skill in curriculum development because the
accelerated and enriched instruction in homogeneously grouped classrooms of academically talented
the curriculum they teach.
instructional design (Figure 2). Instructional activities in Purdue Three-Stage Model programs are
The final component of the Model is curriculum based on the Purdue Three-Stage Model of
Curriculum and Instruction
differentiated with respect to content (advanced and accelerated), process (active and autonomous),
Figure 2
develop cohesive, thematic units of instruction.
and products (complex and sophisticated). The Model includes three, sequential stages that are used to
INSTRUCTIONAL ACTIVITIES FOR THE PURDUE THREE-STAGE MODEL
provide a balanced emphasis on developing divergent and convergent thinking skills relevant to the
thinking skills and academic content that form the foundation of the unit. During Stage I instructors
Stage I of the Purdue Three-Stage Model begins with instructional activities to teach the basic
domain that is the focus of the instructional unit. In-class activities are short-term in nature (10-60
will be highly engaging, motivating students to want to explore the content of the unit in greater depth
assignments, puzzles and brainteasers, or individualized instructional packets. Ideally, Stage I activities
minutes) and largely designed and directed by the teacher. Homework can involve reading
during Stages II and III.
nonroutine mathematical problem solving. Often specific, complex problem solving heuristics are
activities. Activities appropriate for this stage include shared inquiry, problem-based learning, and
Stage II provides opportunities for talented youth to engage in complex problem solving
taught directly during Stage II. For example, students might be taught to use morphological analysis,
role of the teacher during Stage II shifts to that of a coach or facilitator of learning.
Treffinger, 1985). These activities are generally last longer (1-10 hours) than Stage I activities. The
synectics, or a creative problem solving Model to solve particular types of problems (Feldhusen &
In Stage III, the culminating stage of the unit, students apply the knowledge and skills gained in
III projects are generally self-selected. Students work much more independently in this stage, either
products to share with real audiences. Student interests are important motivators in Stage III, as Stage
Stages I and II to real problems, function as a professional in the talent domain, and develop real
alone or in small groups. Stage III gives gifted youth the chance to develop personal talent skills such
teacher shifts to that of resource person for the students.
as self-awareness, decision making, planning, and self-regulation (Moon, 2003). The role of the
Feldhusen & Robinson, 1986) suggested a comprehensive, secondary program Model called the
To meet the needs of gifted adolescents, Feldhusen and his colleagues (Feldhusen & Reilly, 1983;
growth plan which consists of areas of strength, which can be served with accelerated and/or enriched
comprehensive Purdue Secondary Model are choices for the student as s/he develops an individual
Purdue Secondary Model that focused on a wide array of services. All of the options in the
opportunities, and areas of weakness, which are addressed through individualized remediation. Hence,
growth plan
developmental needs are addressed individually and talent is promoted through a carefully crafted
considering the characteristics and needs of gifted adolescents. The Purdue approach to gifted
classes; the International Baccalaureate Programs) or enrichment (e.g., honors classes) without
Many secondary schools adopt programs that focus on acceleration (e.g., Advanced Placement
adolescents has always considered their development carefully (Feldhusen & Robinson, 1986).
Role of Teacher
Role of Students

7. The Schoolwide Enrichment Model / Enrichment Triad Model
Stacie
The Schoolwide Enrichment Model (SEM) is a detailed blueprint for total school improvement that allows each school the flexibility to allow each school to develop its own unique programs based on local resources, student demographics, and school dynamics as well as faculty strengths and creativity. Although this research-based model is based on highly successful practices that originated in special programs for the gifted and talented students, its major goal is to promote both challenging and enjoyable high-end learning across a wide range of school types, levels and demographic differences. The idea is to create a repertoire of services that can be integrated in such a way to create "a rising tide lifts all ships" approach. - Joseph S. Renzulli & Sally M. Reis
An Overview of the Enrichment Triad Model
The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2).
Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media.

8. Parallel Curriculum Model
Stacie
The Parallel Curriculum offers four parallel approaches illustrating ascending intellectual demand as a means of extending the intensity of challenge as students  develop along a continuum toward expertise in learning. - Carol Ann Tomlinson, Sandra N. Kaplan, Joseph S. Renzulli, Jeanne Purcell, Jann Leppien, & Deborah Burns
The Parallel Curriculum Model is a set of four interrelated designs that can be used singly, or in combination, to create or revise existing curriculum units, lessons, or tasks. Each of the four parallels offers a unique approach for organizing content, teaching, and learning that is closely aligned to the special purpose of each parallel.
Core: The essential nature of a discipline
Connections: The relationships among knowledge
Practice: The applications of facts, concepts, principles, skills, and methods as scholars, researchers, developers, or practitioners
Identity: Developing students’ interests and expertise, strengths, values, and character
The Core Curriculum addresses the core concepts, principles, and skills of a discipline. It is designed to help students understand essential, discipline-based content through the use of representative topics, inductive teaching, and analytic learning activities.
The Curriculum of Connections builds upon the Core Curriculum. It is a plan that includes a set of guidelines and procedures to help curriculum developers connect overarching concepts, principles, and skills within and across disciplines, time periods, cultures, places, and/or events. This parallel is designed to help students understand overarching concepts and principles as they relate to new content and content areas.
The Curriculum of Practice is a plan that includes a set of guidelines and procedures to help students understand, use, generalize, and transfer essential knowledge, understandings, and skills in a field to authentic questions, practices, and problems. This parallel is designed to help students function with increasing skill and competency as a researcher, creator, producer, problem solver, or practitioner in a field.
The Curriculum of Identity is a plan that includes a set of guidelines and procedures to assist students in reflecting upon the relationship between the skills and ideas in a discipline and their own lives, personal growth, and development. This parallel is designed to help students explore and participate in a discipline or field as it relates to their own interests, goals, and strengths, both now and in the future.