the gifted education magazine for educators - inspire issue no. 5 匯賢資訊 - 第五期

Issue No. 5第五期

FEATURE ARTICLE 專題文章 [ I ]

Exemplary Differentiated Curriculumfor the Gifted: Key Considerations

by Dr. Joyce VanTassel-Baska培育資優生的

適異性課程：考慮要點

FEATURE ARTICLE 專題文章 [ II ]

Curriculum Compacting: An Easy Start to Differentiating Instruction and Curriculum for

High Potential and Academically Talented Students by Dr. Sally Reis & Mr. Nicholas Gelbar

濃縮課程

Differentiating the Curriculum and Instruction

for Gifted Learners照顧資優生的

適異性課程與教學

Contents 目錄Visiting Academics訪問學者

Dr. Susan BaumDirector of Professional Development and Research, Bridges Academy, U.S.A美國布里奇斯學院專業發展及研究總監

12 / 2010

Dr. Joseph Renzulli Director of The National Research Centre on the Gifted and Talented, The University of Connecticut, U.S.A.美國康涅狄格大學「國家資優人士及天才研究中心」主任

1 / 2011

Dr. Sally ReisProfessor & Department Head, Educational Psychology Department, Neag School of Education, The University of Connecticut, U.S.A.美國康涅狄格大學內亞教育學院教育心理學系教授兼系主任

Dr. Joyce Cooper-KahnClinical child psychologist 臨床兒童心理學家

3 / 2011

Dr. Joyce VanTassel-BaskaProfessor Emerita, The College of William and Mary, Virginia, U.S.A.美國維珍尼亞州威廉瑪麗學院教授

5 / 2011

Dr. David Yun DaiAssociate Professor, Faculty of Educational Psychology and Methodology, University at Albany, State University of New York美國紐約州立大學奧爾巴尼分校教育心理學及研究法學系副教授

1 EDITORS’ NOTE 編者的話

2 WHAT’S NEW 最新消息

4 MESSAGE FROM ASSOCIATE DIRECTOR 總監的話

The Soul of Continuing Professional Development in Gifted Education 資優教育持續專業發展之靈魂 by Patrick Hak-chung Lam 林克忠

6 FEATURE ARTICLE 專題文章 [I]

Exemplary Differentiated Curriculum for the Gifted: Key Considerations 培育資優生的適異性課程：考慮要點 by Dr. Joyce VanTassel-Baska

13 FEATURE ARTICLE 專題文章 [II]

Curriculum Compacting: An Easy Start to Differentiating Instruction and Curriculum for High Potential and Academically Talented Students 濃縮課程 by Dr. Sally Reis & Mr. Nicholas Gelbar

22 REFLECTIONS 感言

Frontline Experience Sharing on Gifted Education Implementation 前線經驗分享：資優教育的推行與實踐

•Sharing from St Stephen’s College 聖士提反書院分享

•Sharing from Pui Kiu College 培僑書院分享

31 NEWS BITES 要聞剪影

35 UPCOMING EVENTS OF THE ACADEMY 學院動向

Editors Note 編者的話

Acknowledging that gifted/high-ability learners

comprehend complex ideas quickly, learn more

rapidly and in greater depth than their age peers,

and also exhibit interests that differ from those of their peers,

they need time for in-depth exploration, manipulating

ideas and drawing generalisations about seemingly

unconnected concepts. A programme which builds

on catering for the characteristics and needs of this

target group is expected to be differentiated from the

curriculum by making appropriate modifications of content

and process, providing a diversified learning environment

and giving this target group the flexibility to demonstrate

their learning outcomes (product).

This issue looks into the ways of differentiating curriculum

and instruction to respond to gifted learners’ needs, interests

and abilities. In “Feature Articles”, we have invited gifted

education (GE) experts to share their views on this topic.

Dr. Joyce VanTassel-Baska points out the key considerations

of differentiation needed in the curriculum, instruction,

use of resources and assessment models to meet the

unique needs of the gifted population. In Dr. Sally Reis and

Mr. Nicholas Gelbar’s article, they introduce a differentiation

strategy entitled “Curriculum Compacting” to address the

demand for more challenging learning experiences to help

students realise their potential and achieve at high levels. In

addition, frontline experiences about GE implementation

from two local schools are shared.

By examining the topic of “Differentiating Curriculum and Instruction” more closely, we can learn more about

modifying the regular curriculum/developing a programme

that is sufficiently challenging and appropriate for gifted/

high-ability students.

Editorial TeamTeacher Professional Development DivisionThe Hong Kong Academy for Gifted Education

鑑於資優或高能力學生普遍比同齡朋輩較易且快地

學習及掌握複雜和深層概念，他們的學習興趣亦會

有別於其他同學。在求知慾強的個性驅使下，他們

喜歡尋根究底地探求知識，亦善於確立個人對事物

獨到的見解和連繫不同的概念。若要針對這個群組

的特質以照顧他們的需要，我們需在設計課程時

作出適當的回應，調適學與教的內容和過程，提供

多樣性的學習環境，以及給予他們展示學習成果

的彈性。

今期的《匯賢「資」訊》探討因應資優生的需要、

興趣和能力而調適課程與教學的方法。我們邀請了

資優教育專家於〈專題文章〉撰文，與大家分享他們

對這個課題的真知灼見。Joyce VanTassel-Baska博士

提出了一些照顧資優群組需要而設計適異性課程及

有關指引、資源運用和評估方法的考慮要點。在

SallyReis 博士與友人 Nicholas Gelbar撰寫的文章中，

他們介紹如何以「濃縮課程」回應學生追求更具

挑戰性學習經歷的訴求，從而讓他們盡展潛能，

獲取更佳的表現。此外，本地兩所學校分享了他們

實踐資優教育的寶貴經驗。

我們希望透過探討「適異性課程與教學」這個課題，

加深大家了解如何調適正規課程或設計適切而富

挑戰性的課程，以滿足資優或高能力學生的需要。

香港資優教育學院

教師專業發展部

編輯組

1INSP IRE ISSUE NO.5 匯賢「資」訊第五期

What’s New 最新消息

Outreach Professional Development Services

Aiming at enhancing teachers’ and school practitioners’ understanding of gifted

education and helping them acquire the necessary knowledge and skills, the

Teacher Development Division (TPD) of The Hong Kong Academy for Gifted

Education (HKAGE) provides three types of outreach professional development

services for schools and school sponsoring bodies upon request. These services

include (1) introductory seminars / workshops; (2) intermediate packaged workshops;

and (3) customised education consultancy services. The duration of the seminars,

workshops and customised services offered varies according to level and topic.

Introductory seminars / workshops address the major issues of giftedness, including

the conceptions, characteristics, identification methods and appropriate provisions.

By attending these workshops, teachers and frontline practitioners will be able

to learn how to cater for the needs of gifted learners. To facilitate teachers with

the essential and fundamental knowledge and skills of gifted education, introductory

thematic workshops on differentiation and affective education will also be offered.

Intermediate packaged workshops exploring topics as specific themes of affective

education, creative thinking, higher order thinking, and differentiation are also

available. Customised workshops and education consultancy services will also be

provided upon request.

For more information about the outreach professional development services,

please visit our webpage at http://hkage.org.hk/en/tz_programmes.html or

contact us by sending email to [email protected].

外展專業發展服務

香港資優教育學院轄下的教師專業發展部為有需要的學校及辦學團體

提供外展專業發展服務，協助教師及專業同工加深對資優教育的認識，

並掌握當中的知識和技能。本學院提供以下三類外展專業發展服務，

包括(1)入門講座 / 工作坊、(2)進階特設工作坊及(3) 特定教育諮詢

服務。至於所提供的講座、工作坊及諮詢服務的時間則因應不同程度

及主題而定。

入門講座 / 工作坊探討資優教育的主要議題，包括資優概念、特質、

識別方法及相關的培育安排，從而讓教師及前線教育同工認識怎樣

照顧資優生的需要。我們亦提供適異性課程及情意教育的入門專題

工作坊，協助教師掌握重要及基礎的資優教育知識與技能。

我們同時提供較深入的進階特設工作坊，探討情意教育專題、創意

思維、高階思維，以及適異性課程等課題。我們亦會應邀提供特定

工作坊及教育諮詢服務。

如欲了解詳情，請瀏覽學院網頁 http://hkage.org.hk/b5/tz_programmes.html

或電郵至 [email protected]與我們聯絡。

2 最新消息WHAT ’S NEW

Contribution of Articles and Learning and Teaching Resources

To facilitate professional sharing on gifted education practices and resources, the

HKAGE would like to invite you, teachers and other frontline professionals to share

your experience and/or learning and teaching resources in engaging, challenging

and supporting gifted learners. The HKAGE will have a quarterly review on your

submission. The articles or resource materials selected by the HKAGE will be published

in the Academy’s teacher magazine-INSPIRE or uploaded to the “Resources” webpage

under the Teacher Zone of the HKAGE website. You will receive a commendation

letter if your contribution is selected. For more information about the submission

method and details, please contact us by email to [email protected].

歡迎投稿！分享文章及學與教資源

為了促進有關資優教育實踐經驗及資源的專業交流，香港資優教育

學院誠意邀請各位教師及其他前線教育同工交流您們支援及啓發資

優生發展的經驗及／或分享相關的學與教資源。本學院將於每季

定期檢視提交的文章及資源，成功獲選作品將刊載於本學院的教師

雜誌《匯賢「資」訊》或上載於學院網站內「教師園地」的「資源庫」

一欄；而其作者亦將獲發嘉許信以資鼓勵。如欲了解詳情，請電郵至

[email protected]與我們聯絡。

Professional Development Framework in Gifted Education

The Teacher Development Division (TPD) of the HKAGE is developing a new professional

development (PD) framework in gifted education jointly with the Gifted Education

Section of the Education Bureau (EDB), through which several structured professional

development pathways will be provided for all school practitioners in Hong Kong.

Programmes/services under this new PD framework will be announced in the coming

2011–2012 academic year. For details, please refer to the EDB and the Academy websites.

EDB website: http://resources.edb.gov.hk/gifted/pd

HKAGE website: http://hkage.org.hk/en/tz_programmes.html

資優教育教師專業發展架構

香港資優教育學院教師專業發展部及教育局資優教育組協力發展了

一個資優教育教師專業發展新架構，以照顧在校資優教育同工的專

業發展需要及促進學校在資優教育方面的持續發展。在這新架構下，

我們將提供不同的專業進修途徑予全港學校的專業同工。當中計畫

開辦課程 / 服務將於 2011-2012 學年公佈。詳情可參閱教育局及

本學院網頁。

教育局網頁︰http://resources.edb.gov.hk/gifted/pd

香港資優教育學院網頁︰http://hkage.org.hk/b5/tz_programmes.html


Teachers, like many other organisations around the world, are facing a lot of challenges ahead. It is believed that teachers, as reflective practitioners, bear some characteristics of many successful organisations – having HUNGER:

• intellectual hunger to learn• practical hunger to improve• emotional hunger to achieve• fearless hunger to invent

It is undeniable that life-long learning is crucial to people from different walks of life. As role models, we teachers are heavily engaged in continuing professional development (CPD). Notwithstanding the notion of qualification inflation, teachers in Hong Kong in particular, actively participate in different modes of CPD in order to acquire the latest education trends and pedagogical innovations in order to meet our students’ needs. It is because we are not educating our students for the present days but for facing their challenges in the 21st century.

The world is ever-changing. The societal changes, accompanied with evolving technologies and ideologies, impose magnificent changes in our current education system and classroom practices. The success of the changes lies on the hungers listed above. What we can start is to “UNLEARN” if we are going to re-discover the educational souls of our students, especially that of the gifted!

In order to cater for individual differences particularly for gifted learners, the craft of teaching is the manifestation of the unlearnt elements. The whole process requires a thorough reflection of existing pedagogies that aligns with the contemporary set of knowledge, skills and values.

Rubik’s Cube or the Magic Cube has been popular around the world. It was invented by a Hungarian sculptor and professor of architecture, Erno Rubik, in 1974. He originally invented it for his own intellectual challenge without dreaming of making huge sales (350 mi l l ion cubes sold since 1980). Mr. Rubik then improvised it in terms of material, colour

and shape. This became what we can buy easily in the toyshops nowadays. His new innovation, Rubik’s 360, sparked at the Nuremberg Toy Fair on 5 Feburary 2009. We can witness and enjoy it with Erno’s endless journey of innovation.

In education, we do not need to invent something totally new and unique. Rather, we may extract value from the creative understanding of what is already known. New pedagogical practice, is a continuum, from where it starts, being improved and adapted through time and space. Think and re-think of our classroom and eveyone is an innovator for catering the needs of our next generation.

Certainly, there are many others…

the idea that learning itself is an event. In this age, it is a continual process. In view of this, assessment should be re-defined.

the premise that we know more than our students. In many cases, teachers and students can learn new things together.

the idea that we are the sole content experts in the classroom, because we can now connect our students to people who know far more than we do about the material we’re teaching.

our fear of putting ourselves and our students “out there” for we’ve proven we can do it in safe, relevant and effective ways.

the notion that our students don’t need to see and understand how we ourselves learn.

the idea that we can teach our students to be literate in this world by continually blocking and filtering access to the sites and experiences as they need our help to navigate.

We need to unlearn...

the idea that every student has to learn the same content when what they need to learn is how to self-direct their own learning.

the practice that teaches all students at the same pace. Is it any wonder why so many of our students who love to play online games can move forward from one stage to another at their own pace?

the notion that students learn in the same way and style. Do we believe in the success of a famous local composer Kwun-ting Lo, suffering from dyslexia, who selected to submit a song he composed for his writing assignment i n s c h o o l ? D o w e a p p r e c i a t e dyslexic Tom Cruise’s two musical performances before graduating from high school in 1980? What is the implication on assessment?

the strategy that collaborative work inside the classroom is enough and understand that cooperating with students f rom around the globe can teach relevant and powerful negotiation and team-building skills. Learning environment , in this way, should be re-identified.

Patrick Hak-chung Lam (Associate Director, Teacher Professional Development & Parent Support)

OF CONTINUING PROFESSIONAL DEVELOPMENT IN GIFTED EDUCATION

資優教育持續專業發展之靈魂

The secret to learning new things

is to be willing to unlearn even if your

behaviours previously brought success.

Marcia Conner (2006)2

4 總監的話MESSAGE FROM ASSOCIATE DIRECTOR

為照顧課堂內包括資優學生的個別

差異，適切的教學法可視為一門

藝術，以及彰顯以上「捨棄已學」

的方法。整個過程需要對現時教學

法進行透徹的反思，亦需顧及現今

社會對知識、技能及價值觀的需要。

魔術方塊又稱扭計骰，是匈牙利雕塑

家兼建築學教授厄爾諾 ‧ 魯比克

(Erno Rubik) 於 1974 年發明的，在

世界各國流行多年。這本是他挑戰

自己的益智機械工具，他從未想過

銷量會如此驚人 ( 自發明以來在全球

已經售出 3 億 5 千多萬個 )。經過魯

比克先生改善其物料、顏色及形狀，

才創新成為現今在玩具店可買到的

扭計骰。2009 年 2 月 5 日，其創新

的「魔術方塊 360」在紐倫堡玩具展

再度綻放光芒。我們一直見證着魯比

克先生連綿不斷的發明及創新歷程。

在教育層面，我們未必需要重新創作

獨一無二的教學法，但我們可從已有

知識尋求創見。教學創新是一個持續

的過程，隨時空不斷改進及調適。

試想想及反覆思考我們的課程，每位

教師皆是裝備我們下一代的創造者。

NOTES 註[1]Source資料來源http://news-service.stanford.edu/news/2005/june15/jobs-061505.html [2]Source資料來源 http://www.fastcompany.com/resources/learning/conner/022706.html

跟世界上其他組織一樣，我們現正

面對不少未來的挑戰。但是我們深信

作為反思型實踐者的教師，皆擁有

很多成功機構的共同特質—渴求：

‧篤志勵學的渴求

‧務實求進的渴求

‧美滿成果的渴求

‧勇於創新的渴求

終身學習是現代教育的目標，對

任何人仕也是重要的。作為學生之

模範，我們老師積極參與持續專業

發展。同工們樂於其中，並不是因為

他們的學歷不斷貶值，而是他們能

洞察最新的教育趨勢及相關教學

策略，從而為我們 21 世紀的學生

預備適切的課程及教學設計。我們

不但讓學生為今天而努力，還為

未來作好準備。世界急速轉變。社會

的改變，加上科技及意識形態之

演進，對傳統的教育制度帶來莫大

的衝擊。轉變會否帶來成就取決於

以上所列舉的渴求，我們可從深入

探求當今之資優教育真諦作開始—

捨棄已學 (unlearn) 的思維。

我們需要捨棄…

「每位學生皆學相同內容」的意念，

因為他們學會自學更為要緊。

「所有學生學習步伐一致」的做法；

試想想為何我們的學生熱愛那些能

在個人達標時進階的網上遊戲呢？

「所有學生採取同一學習模式」的

做法。我們信不信有讀寫障礙的

本地作曲家盧冠庭求學時，曾以

歌曲創作完成寫作作業？我們又

會否欣賞同樣有讀障的電影明星

克魯斯 (Tom Cruise)在1980年中學

畢業前的兩齣歌舞劇？究竟這對

評估有何啟示？

「課堂內之協作已足夠」的意念，

因為我們若落實學生層面的國際

協作，他們便能發展更多 21 世紀

所需的技能，例如溝通及協作能力。

故此，我們需重新界定學習環境。

「學習是一件東西 / 事件」的意念，

因為對於當今學生的學習來說，

過程是同樣重要的。故此，我們

也需重新釐定評估策略。

「老師比孩子知得多」的意念，因

為在很多情況下，學生可以和老

師一起探求新知。

「老師是知識專家」的意念，因為

我們可以把孩子與專才聯繫上，

而專才比我們所知的豐富得多。

一些過去人們相信是安全及有效

的教學方法。

「同學不需了解教師怎樣學習」的

意念。

「引導式上網」的意念，祇是不斷

攔截不良網頁並不能促進同學的

文化修養。

當然，還有很多…

Steve Jobs, the current CEO and founder of Apple Computer and Pixar Animation Studios, ended his commencement address at Stanford University on June 12, 2005,

“Stay hungry; stay foolish”.1

蘋果電腦公司及彼思動畫製作室的創辦人

兼現任行政總裁史提夫‧賈伯斯 (Steve Jobs) 2005年6月12日於美國史丹福大學演說

結束時，用以下句子來勉勵該屆畢業生：「求知若飢、虛心若愚。」1

林克忠（教師專業發展及家長支援部總監）

「學習新事物的竅門是捨棄一些以前令您成功的做法。」瑪茜亞．康娜 (2006)2


Dr. Joyce VanTassel-Baska

Defining differentiation for the gifted requires recognition of the interrelated importance of curriculum, instruction, and

assessment. A differentiated curriculum for the gifted is one that is tailored to the needs of groups of gifted learners and/or individual students, that provides experiences sufficiently different from the norm to justify specialised intervention, and that is delivered by a trained educator of the gifted using appropriate instructional and assessment processes to optimise learning.

6 專題文章FEATURE ARTICLE [ I ]

Curriculum design is one major component of a differentiated

curriculum for the gifted, as it delineates key features that

constitute any worthwhile curriculum. What is important

for these students to know and be able to do at what

stages of development? A non-negotiable foundation in

a curriculum for gifted learners is a sound d e s i gn t h a t

l inks general curriculum principles to subject matter

features and gifted learner characteristics. A well-con-

structed curr iculum for the gi f ted has to identi fy

appropr iate goals and outcomes and related activities

that support their achievement. How do planned learning

activities focus on meaningful experiences

that provide depth and complexity

at a pace that honors the gifted

learner’s rate of advancement

through material? The

curriculum for the gifted

must also be exemplary

for the subject matter

under study, mean-

ing that it should

be standards-based

and grounded in

the habits of mind

of the discipline,

thus, relevant to the

thinking and doing of

real-world professionals

who practice writing, pose

and solve mathematical

problems, or engage in

scientific inquiry for a living.

Moreover, it should be designed to

honor high ability students’ needs for

advanced challenge, in-depth thinking and doing,

and abstract conceptualisation. Some general questions

to ask in judging appropriate differentiation for the

gifted would be as follows:

• Is the curriculum sufficiently advanced for the strongest

learners in the group?

• Is the curriculum complex enough for the best learners,

requiring multiple levels of thinking, use of resources,

and/or variables to manipulate?

• Is the curriculum sufficiently in-depth to allow students

to study important issues and problems related to a topic

under study?

• Is the curriculum sufficiently encouraging of creativity,

stimulating open-ended responses and providing high-

level choices?

Typically, a curriculum is organised according to grade levels,

with each subsequent grade-level expectation being more

demanding than the preceding. In this way, we can cali-

brate level of difficulty to ensure that students are working in

their zone of proximal development (Vygotsky, 1978). When

we differentiate curricula for the gifted, we must move to a

higher level of expectation in respect to content, process, and

concept demands. Thus, one way of accommodating higher

expectations effectively is to make more advanced curricula

available at younger ages, ensuring that all levels of the

standards are traversed in the process. In language arts,

for example, this should mean reading more

challenging books that are above the

functional reading level of gifted

learners. Differentiating curricula

then requires attention to

level of functional learning

matched to advanced ex-

pectations. Adaptation

of advanced learning

expectations needs

to occur, as well. It

may be insufficient

mere ly to move

students through

the next stage of the

curriculum without a

concomitant apprecia-

tion for depth and com-

plexity of the underlying

experiences to be provided.

Thus, the curriculum level for

gifted learners must be adapted

to their needs for advancement, depth,

complexity, and creative opportunity.

Project work also needs to be carefully differentiated for the

gifted, as well, in order to meet the criterion of creativity. As

more emphasis is placed on collaborative project work at all

levels of schooling, it is critical that educators of the gifted

use a set of standards to judge whether or not such work

is sufficiently challenging for this group of learners and

whether or not the contextual settings in which the work

is carried out will promote sufficient growth for them.

Differentiation of project work may be judged based on the

medium in which the project is done and the variables and

skills addressed by the demands of the work. Provision of

alternatives for student products also enhances the creativity

dimension of the curriculum. For example, students might

write a poetry book using their choice of poetry forms.

Is the curriculum• sufficiently advanced for the strongest

learners in the group?

• complex enough for the best learners, requiring multiple levels of thinking, use of resources, and/or variables to manipulate?

• sufficiently in-depth to allow students to study important issues and problems related

to a topic under study?

• sufficiently encouraging of creativity, stimulating open-ended responses and

providing high-level choices?


Differentiated curriculum resourcesAs differentiation of the curriculum is so central to the

enterprise of gifted education, it would follow that the

choice of differentiated curriculum resources would be

critical in curriculum planning and delivery of instruction to

ensure that the appropriate level of challenge is provided

in each content area. We have a strong evidential base

that suggests that materials constitute the curriculum

in most classrooms (Apple, 1991) and that most basal

materials are inappropriately geared to challenging gifted

students (Johnson, Boyce, & VanTassel-Baska, 1995). Taken

together, these findings suggest the need for careful

selection of materials that meet basic specifications for

exemplary curricula in the subject area in question, as well as

appropriate curricula for the gifted based on differentiation

features. While the selection of

available materials meeting these

specifications for the gifted may

be small, such materials do exist

and should be used to guide the

differentiation process for curricula.

There are also criteria available

to guide the development of

differentiated materials (Purcell,

Burns , Toml inson , Imbeau , &

Martin, 2002); these criteria have been used by the National

Association for Gifted Children (NAGC) to award exemplary

curriculum units that have been developed by various

individuals and groups and implemented in classrooms.

Differentiated curricular materials for gifted students

should go beyond a single text as resource, provide

advanced readings, present interesting and challenging

ideas, treat knowledge as tentative and open-ended, and

provide a conceptual depth that allows students to make

interdisciplinary connections. High quality technology

resources that meet the same criteria should be used as an

important part of integrated learning.

Instructional differentiationAnother aspect of differentiation that needs clarification is in

the choice of instructional strategies. In many respects, there

are no strategies that are differentiated only for the gifted.

Rather, strategy use is inextricably tied to the nature and

level of the curriculum being addressed. Thus, the reason

that the diagnostic-prescriptive approach to instruction is

so powerful with the gifted is that it allows for a process by

which curricular level can be efficaciously discerned and

addressed in an adaptive fashion. Yet, we know that some

strategies are highly effective with the gifted in combination

with an advanced curriculum. For example, questioning

can be a powerful tool for evincing high-level discussions

in gifted clusters, if the stimulus reading or viewing is also

challenging. Use of open-ended activities can also prove

effective if they are of requisite difficulty. Problem-based

learning (PBL), because of the sheer demands of working

on ill-structured problems, poses a particularly appropriate

instructional approach for gifted programme use. Thus,

strategy differentiation involves a set of techniques that need

to be matched to advanced curricula in order to be effective

for advancing the learning of gifted students. Instructional

approaches that foster differentiated responses among

diverse learners include those that are inquiry-based and

open-ended and that employ flexible grouping practices

(VanTassel-Baska & Brown, 2007).

Assessment differentiationJust as dif ferentiat ion involves careful selection of

core materials and curriculum that underlies them and

the deliberate choice of high-powered instructional

approaches, it also requires the choice of differentiated

assessment protocols that ref lect the high level of

learning attained. High stakes assessments are the

standardised symbols of how well gifted students are

doing in comparison to others of their age. Secondary

schools, in order to be considered high quality, must be

producing students scoring at the top levels. Yet deep

preparation for success on these tests rests in individual

classrooms. Even strong learners like the gifted cannot

do as well as they could without adequate preparation in

relevant content-based curriculum archetypes. The use

of assessments as planning tools for direct instruction in

each relevant subject area is a key to overall improvement

in student performance. Administrators responsible for

the review of teacher lesson plans need to know how

such assessment models can be converted into work

in classrooms and need to spend planning time on

strategies for incorporating such elements.

In addition to standardised measures being employed

to assess student learning, it is also crucial that more

“Instructional approaches that foster differentiated responses among diverse learners include those that are inquiry-based and open-ended and that employ flexible grouping practices.”(VanTassel-Baska & Brown, 2007)

8 FEATURE ARTICLE [ I ] 專題文章

ConclusionThis article has provided a discussion of key aspects of differentiation needed in the curriculum, use of resources, instruction, and assessment models in order to respond to the unique needs of the gifted population. At the same time, it acknowledges that well-done differentiation can only be accomplished by thoughtful teachers using their considerable intellectual skills in the service of students they know may make a positive difference in our world.

References

Apple, M. W. (1991). The culture and commerce of the textbook. In M. W. Apple & L. K. Christian-Smith (Eds.), The politics of the textbook (pp. 22–40). New York, NY: Routledge.

Johnson, D. T., Boyce, L. N., & VanTassel-Baska, J. (1995). Science curriculum review: Evaluating materials for high-ability learners. Gifted Child Quarterly, 39, 36–43.

Purcell, J. H., Burns, D. E., Tomlinson, C. A., Imbeau, M. B., & Martin, J. L. (2002). Bridgingthe gap: A tool and technique to analyse and evaluate gifted education curricular units. Gifted Child Quarterly, 46, 306-321.

VanTassel-Baska, J., & Brown, E.F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 35-40.

VanTassel-Baska, J. & Johnsen, S. (2007). National teacher education standards: A vision for the 21st Century. Gifted Child Quarterly, 51, 182-205.

VanTassel-Baska, J. (Ed.) (2008). Alternative assessment in gifted education (Vol. 2), Critical Issues in Equity and Excellence in Gifted Education. Waco, TX: Prufrock Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

performance-based tools be used to assess individual

growth and development (VanTassel-Baska, 2008). In

tandem with more standardised measures, they provide

a more complete picture of individual progress toward

specific education goals. For gifted learners, in particular,

the quality of performance on such measures may be a

better indicator of skills and concepts deeply mastered than

paper-and-pencil measures, because performance-based

assessments require students to articulate an understanding

of the learning process as well as to provide responses to

multi-part and open-ended questions and tasks.

Quality teaching Just as the role of curriculum, instruction, and assessment

are central to the differentiation process, so too is

the teacher. In the absence of a well-trained teacher,

differentiation of materials is insufficient to effect student

growth. Access to high-quality, well-trained teachers in

specific subject areas who can provide challenge and

nurturance for our best learners is clearly a critical issue in

appropriate education of the gifted. Without thoughtful

teachers, the best curricula will lie dormant in classrooms,

unable to be energised and vivified by expert instruction.

Teachers with only strong management skills also will fail

to excite the gifted if lack of knowledge is apparent.

What are the critical requirements for identifying high-

quality teachers of the gifted? First of all, teachers of the

gifted need to be lifelong learners themselves, open

to new experiences and able to appreciate the value

of new learning and how it applies to the classroom.

Secondly, they need to be passionate about at least one

area of knowledge that they know well, and be able to

communicate that passion and its underlying expertise to

students. This would imply deep knowledge in a subject

area, coupled with the ability to use the skills associated

with that knowledge domain at a high level. Thirdly,

they need to be good thinkers, able to manipulate ideas

at analysis, synthesis, and evaluation levels with their

students within and across areas of knowledge. Fourth,

teachers of the gifted must be capable of processing

information in a simultaneity mode, meaning that they

need to be able to address multiple objectives at the

same time, recognise how students might manipulate

different higher level skills in the same task demand, and

easily align lower-level tasks within those that require

higher-level skills and concepts. In addition, they must be

creative engineers, able to structure lessons and learning

opportunities shaped by available student data and an

intuitive sense of student need in an area of learning.


我們要界定培育資優生的適異性課程，就需要先認識課程、

教學及評估三者之間相互關係的重要性。適異性課程是為照顧

資優生群組及 / 或個別學生的需要而設，讓教師能針對學生的

需要提供有別於一般課程的學習經驗，並由接受過資優教育

訓練的教師利用合適的教學及評估過程優化學生的學習。

課程設計是適異性課程的重要一環。教師須篩選

課程的學習重點，並了解資優生學習甚麼才是最為

重要。在甚麼發展階段他們能做甚麼事情呢？設計

培育資優生的課程有着無庸置疑的基本原則，就是

要將學科知識的特色與資優生的特質聯繫。結構

完善的適異性課程須認定合適的目標、預期的學習

成果及相關活動，協助學生取得成果。有計畫的

學習活動應提供甚麼有意義的經驗，甚麽應有的

深度、複雜性及進度，以配合資優生的發展速度

呢？此外，針對資優生而調適的課程亦必須對學生

正在研習的學科內容具有示範作用，意思是該課程

需要以多個準則為基礎，並符合學科的研習特性 /

習性，切合現實世界中專業人士（例如從事寫作、

提出及處理數學問題或研究科學的人士）的思維及

做法。還有，課程應顧及資優生的需要，即喜歡挑

戰難度、善於作深層思維及運用抽象概念。以下的

基本問題有助你評估課程是否適合資優生的需要：

培育資優生的適異性課程 :考慮要點

Joyce VanTassel-Baska 博士


課程規畫一般是按級別程度編排的，每個級別的

要求會逐步提升，這個方法讓我們可以調較

難度，以確保學生於自己的「近側發展區域」

(zone of proximal developmen) 學習 (Vygotsky, 1978)。我們設計適異性課程時，必須對內容、過程及概念

的要求有所提昇。其中一種達到更高要求的方法，

就是讓此類學生從小接觸較高階課程，確保可以

顧及過程中的所有層面。以學習語言文學為例，

就是讓他們閱讀更多比自己程度為高的書籍。

適異性文學課程除了為學生提供高階的閱讀材料

外，我們亦需提高對學生學習成果的要求；只把

學生帶到另一個課程階段，而沒有相應提升基本

學習經驗的深度及複雜性是不足夠的。因此，課程

的程度必須迎合他們要求高階、深度、複雜性及

創意的需要而發展。

資優生亦需要適異性的研習課業以滿足他們對創意

的要求。學校應着重在各年級引入協作方式的

課業；教師需利用一系列準則評估研習課業是否

足以啟發這類型的學生，以及能否讓學生在適切的

環境狀況下充分發展。我們可根據課業的研習方法

及作業要求的可變因素與技巧來評估適異性課業的

適切性。另外，給予學生展示研習成果的空間亦可

加強課程的創意元素，例如可讓學生以自由選擇

的詩體寫詩集。

適異性課程資源

因為適異性課程對發展資優教育十分重要，所以

選擇適異性課程的教材對課程規畫及教學是不可

或缺的，它可以確保每一個內容範疇都能提供適

當程度的挑戰。我們有充分的證據顯示大多數課堂

均採用教學材料 ( Apple, 1991)，而大多數基本教材均未能有效啟發資優生 (Johnson, Boyce, & VanTassel-Baska, 1995)。這些研究顯示，教師需要仔細選擇才能夠達到該學科範疇中模範課程的基本要求，以及

滿足按適異性特質而設的資優課程的要求。雖然

符合這些要求的教材很少，但這些材料是可以找到

的，教師應運用這些材料指導適異性教學過程。再

者，教師亦需依據一些標準 / 準則去指導發展適異

性教材 (Purcell, Burns, Tomlinson, Imbeau, & Martin, 2002)，美國「全國資優兒童協會」曾用這些原則評審由個別人士及團體發展並應用於課堂中有關的

課程單元。

培育資優生的適異性課程材料不應只是單一的教材

篇章，它應同時提供進階讀物、提出有趣及具挑戰

性的構思、給予沒有絕對答案的知識、提供有深度

的概念，讓學生進行跨學科學習。教師亦應該在這

類綜合學習中使用符合相同標準的優質科技資源。

適異性教學適異性課程有另一點是需要釐清的，就是選擇教學

的策略。在很多方面，我們均沒有只適用於資優生

的適異性策略，我們的教學策略通常都無可避免地

只針對課程的性質及程度而設計。故此，應用診斷

性的教學取向對資優生的學習極為有效，原因是它

提供了一個過程，當中我們可以有效地識別及調整

課程以配合學生的程度。我們知道在進階課程的

配合下，有些策略對資優生極為有效。譬如資優生

可利用「提問」這個強而有力的方式引發高層次

討論，前提是他們所看或閱讀的材料必須具啟發

性。此外，我們亦可利用「開放式活動」，而這

些活動亦須同樣具備一定的難度。「問題為本學

習」要求學生處理結構模糊的問題，是一個很

適合培育資優課程所應用的教學方法。適異性教學

策略包含一系列的技巧，這些技巧需要配合高層

次的學習才可以有效地提昇資優生的學習成效。

適異性教學方法亦包括探究式、開放式以及靈活

分組方法 (VanTassel-Baska & Brown, 2007)。

• 對學習能力最強的學生而言，課程的程度是否足夠呢？

• 對於表現最出色的學生而言，課程是否具足夠的複雜性，讓學生

能夠運用不同層次思維、資源及/或考慮各種可變因素？

• 課程的深度是否足以讓學生探究重要的議題？

• 課程能否鼓勵創意、啟發多元化的答案及提供

高階選擇？


本文探討適異性課程的主要內容、資源運用、教學

及評估模式，以滿足資優生的獨特需要，並且指出

透過教師悉心規畫課程及運用種種知識和技能教導

學生，才可以建構完善的適異性教學，為我們的

世界帶來積極的轉變。Dr. Joyce VanTassel-Baska is Professor

Emerita at The College of William and

Mary in Virginia, where she had served

as the Executive Director of the Centre

for Gifted Education.

Dr. VanTassel-Baska’s research interests are on the

talent development process and effective curricular

interventions with the gifted. She has received numerous

awards including the International Mensa Research Award,

2001 and 1995, and was selected as a visiting scholar to

Cambridge University in England in 1993.

Joyce VanTassel-Baska 博士是美國維珍尼亞州

威廉瑪麗學院教授及該學院的資優教育中心

前任行政總監。VanTassel-Baska博士的研究範圍主要為人才培育與發展和照顧資優生的課程

策略。她獲獎無數，包括 1995及2001年國際門薩研究大獎 (International Mensa Research Award)，並1993年獲英國劍橋大學邀請出任訪問學者。

總結

優質教學課程、教學及評估對調適學與教的過程是不可或缺

的，然而教師的角色亦同樣重要。缺乏訓練有素的

教師，單憑使用適異性的教材是不足以促使學生

成長的，當中更需要接受過專科訓練及熱衷培養

資優生的教師去實踐。若教師有豐富的專科知識但

對培養資優生的工作未感興趣，即使是最好的課程

也會變得毫無生氣；然而，教師只有出色的管理

能力卻缺乏相關知識，亦無法啟迪資優生。

教導資優生的教師應具備甚麼條件呢？首先，他們

本身需要是個終身學習者，樂於接受新事物，重視

學習新事物的重要性及能在課堂上學以致用。

第二，他們需要對至少一個自己熟悉的知識範疇

有熱誠，並將這份熱誠及專業知識傳授給學生。

他們應對自己教授的學科充分認識，以及能有效

提昇學科涉及知識的技能。第三，他們需要具

備出色的思考能力，可以跟學生一同分析、整合

及評估各個範疇的知識。第四，他們必須能同時

處理多項資料，在同一時間內達到多個目標，知道

學生怎樣可以在同一個作業中運用不同的高階

技巧，以及能調校課業的深淺程度，使程度較淺

的課業亦可以運用高階技巧及概念。最後，他們

必須具備創意，能夠根據已知的學生資料及學習

需要，設計課程及為學生提供多樣化的學習機會。

適異性評估除了悉心選擇核心的教學材料、課程內容以及優質

教學方法之外，我們亦需要恰當的適異性評估工具

以反映學習程度。具成效標準的高質素評核方法可

以讓資優生跟其他同齡學生比較。學校（尤指中學）

為了給人優秀的感覺，一般需要造就一些能於

公開試中取得卓越成績的學生，而要達到這個目的

就需要在課堂上裝備他們，即使是學習能力十分強

的資優生亦需要在合適的課程內容中有充分的準備

才會表現出色。於每個合適的學科裏運用評估工

具規畫教學對改善學生整體表現很重要。負責

評核教師規畫課程的管理人員需要認識這些評

估工具怎樣可以轉化為課堂教學的工作，並需

要花時間計畫實現這些元素的策略。

除了實行標準化的措施評估學生的學習情況外，

我們亦需要運用更多表現為本的工具以評估個別

學生的成長與發展 (VanTassel-Baska, 2008)。表現為本的工具結合標準化的評估措施讓我們更清楚

看到個別學生邁向特定教育目標所取得的進展。

這種方法較紙筆評估更能有效反映資優生所掌握

的技巧及概念，因為它要求學生闡明對自己對學習

過程的認識，並解答多層面及開放式的問題和課業，

以提昇其學習層次。


CURRICULUM COMPACTINGAn Easy Start to Differentiating Instruction and Curriculum for High Potential and Academically Talented StudentsDr. Sally Reis &Mr. Nicholas Gelbar

In order to accommodate for the

needs of students across many

d i f f e r e n t l e v e l s o f a c a d e m i c

a c h i e v e m e n t , m a n y t e a c h e r s

have adopted a variety of within-

classroom strategies collectively

r e f e r r e d t o a s d i f f e r e n t i a t e d

instruction. Differentiation is an

attempt to address the variation of

learners in the classroom through

multiple approaches that modify

instruction and curriculum to match

the individual needs of students

(Renzulli, 1977; Tomlinson, 2000).

Students within a classroom will vary

in their abilities, interests, and prior

knowledge. Differentiation serves to

mitigate this variation by matching

the instruction and assessment to the

child’s needs and interests. Tomlinson

( 1 9 9 5 ) e m p h a s i s e d t h a t w h e n

teachers differentiate curriculum,

they stop acting as dispensers of

knowledge and serve as organisers of

learning opportunities. Differentiation

of instruction and curriculum suggests

that students can be provided with

materials and work of varied levels

of difficulty with scaffolding, diverse

kinds of grouping, and different time

schedules (Tomlinson, 2000). In other

words, differentiation is the antithesis

of a one size fits all curriculum.


Renzulli (1977; 1988; Renzulli & Reis, 1997) defined differentiation as

encompassing five dimensions: content, process, products, classroom

organisation and management, and the teacher’s own commitment to

change themselves into a learner as well as a teacher. The differentiation

of content involves adding more depth to the curriculum by focusing on structures

of knowledge, basic principles, functional concepts, and methods of inquiry in

particular disciplines. The differentiation of process incorporates the use of various

instructional strategies and materials to enhance and motivate various students

learning styles. The differentiation of products enhances students’ communication

skills by encouraging them to express themselves in a variety of ways. To differentiate

classroom management, teachers

can change the physical environment

and grouping patterns they use in

class and vary the allocation of time

and resources for both groups and

individuals. Classroom differentiation

strategies can also be greatly enhanced

by using the Internet in a variety of

creative ways. The Internet can expand

the learning environment far beyond

the walls of the classroom and offers

particularly promise for engaging and

differentiating content for children. Last,

teachers can differentiate themselves

by modeling the roles of athletic or

drama coaches, stage or production

managers, promotional agents, and

academic advisers. All these roles differ

qualitatively from the role of teacher-

as-instructor. Teachers can also “inject”

themselves into the material through

a process called artistic modification

(Renzulli, 1988). This process guides

teachers in the sharing of direct, indirect,

and vicarious experiences related to

personal interests, travel experiences,

collections, hobbies, and teachers'

“extra-curricular” involvements that can

enhance content.

Related research demonstrates that

many talented students receive little

differentiation of curriculum and

instruction and spend a great deal of time in school doing work that they have

already mastered (Archambault, Westberg, Brown, Hallmark, Emmons, & Zhang,

1993; Reis, Westberg, Kulikovich, Caillard, Herbert, Purcell, Rogers, & Plucker, 1992;

Westberg, Archambault, Dobyns, & Salvin, 1992). Too often, for example, some of our

brightest students spend time relearning material they already know, which can lead

to frustration, boredom and, ultimately, underachievement. Curriculum compacting

has been effective in addressing underachievement when the compacted regular

curriculum is replaced with self-selected work in a high interest area, making

schoolwork much more enjoyable (Baum, Hebert & Renzulli, 1995; Reis, et al., 1995).

14 FEATURE ARTICLE [ II ] 專題文章

Defining Curriculum Compacting

C u r r i c u l u m c o m p a c t i n g i s a

differentiation strategy that incorporates

content, process, products, classroom

management, and teachers' personal

commitment to accommodating

individual and small-group differences.

This approach can benefit teachers

of all grades in most content areas,

and addresses the demand for more

challenging learning experiences

designed to help all students achieve

at high levels and realise their potential.

Curriculum compacting streamlines

the grade-level curriculum for high

potential students to enable time

for more challenging and interesting

w o r k . T h e e m p h a s i s i s n o t o n

providing more work for students,

but providing them with activities

that allow them to grapple with ideas

that are currently out of their grasp or

to create products that they are not

currently able to do with their current

skill set. This differentiation strategy

was specifically designed to make

appropriate curricular adjustments

for students in any curricular area and

at any grade level.

Most teachers who use compacting

learn to streamline or “compact”

cur r i cu lum through a pract ica l ,

step-by-step approach to the skills

required to modify curriculum, and

the techniques for pre-assessing

students and preparing enrichment

and/or acceleration options based on

individual areas of interest. Practical

issues such as record keeping and

how to use the compacting form are

also necessary to help guide teachers

toward implementing this strategy.

Once they have tried to compact for

students, these guidelines can help to

save valuable classroom time for both

teachers and students.

Curriculum Compacting: Definitions and Steps for Implementation

The procedure involves:

1 def in ing the goals and outcomes of a p a r t i c u l a r u n i t o r block of instruction;

2 d e t e r m i n i n g a n d d o c u m e n t i n g t h e students who have already mastered most or all of a specified set of learning outcomes; and

3 providing replacement strategies for material a l r e a d y m a s t e r e d t h r o u g h t h e u s e o f i n s t r u c t i o n a l options that enable a more challenging, i n t e r e s t i n g , a n d p r o d u c t i v e u s e o f the student’s time.


1 Select relevant learning objectives in a subject area or grade level.To select curricular content and learning objectives,

teachers may refer to the curriculum guides issued

by the education authorities. After locating the objectives,

teachers must focus on those that are appropriate for their

students. For instances, teachers should ask:

˙To what extent do these objectives represent new learning?

˙Which objectives will best help students increase their use of this content area?

˙Which objectives deal with developing skills or concepts, as opposed to merely memorising facts?

˙Which objectives are important for high ability students to understand?

2 Find an appropriate way to pre-assess the learning objectives.Pre-assessment, as its name implies, is intended to

measure students’ skills and talents before instruction

begins. It should provide teachers with precise information on:

˙Which objectives students have already met?

˙Which objectives students have not yet attained?

˙Any problems that may prevent student progress with the objectives?

Performance-based assessment is a popular alternative to

objective-referenced tests. By asking students to do oral,

written or manipulative work in front of them, teachers can

observe and evaluate the process students use to arrive at an

answer. This procedure is especially successful with younger

children who are not yet ready for paper and pencil tests.

Students may be evaluated individually or in small groups,

through conferences, interviews or portfolios of completed

work. As with objective-referenced tests, this requires

preplanning. Teachers must take the time to locate or create

the performance assessment tasks, making sure that they are

aligned with the desired learning objectives.

3 Identify students who should take the pre-assessment.In step three, teachers identify students who

should participate in the pretesting activity. To do

this, teachers must first discern students’ specific strengths.

Academic records, standardised tests, class performance and

evaluations from former teachers are all effective means of

pinpointing candidates for pre-assessment. Another informal

assessment method is observation. Teachers should watch

for students who complete tasks quickly and accurately, finish

reading assignments ahead of their peers, or seem bored or

lost in daydreams. Some students will even tell their teachers

that the work assigned is too easy. These pretests results can

be used to organise ad hoc, small groups of students with

common instructional needs.

Providing Support for Teachers to Implement Compacting

In our experiences with curriculum compacting professional

development, we have learned that most teachers can

implement compacting, but this process is easier for some

teachers than for others. In practice, an eight-step process is

recommended (Reis, Burns, & Renzulli, 1991).


4Pre-assess students to determine mastery levels. Pre-assessments, both formal and informal, help teachers determine student mastery of course

material. But what constitutes mastery? Since definitions

of mastery vary so, teachers within the same school should

strive to reach a consensus. Some teachers may want to use

performance-based assessment. The teachers would observe

students closely, by taking notes, tracing thought-patterns,

and posing open-ended questions to assess proficiency with

the objectives. Equipped with a matrix of learning objectives,

teachers can fill in the assessment results and form small,

flexible groups based on skill needs.

5Streamline practice or instructional time for students who show mastery of the objectives.Students who have a thorough grasp of the learning

objectives should be allowed to take part in enrichment or

acceleration activities. This exposes them, during class time,

to material that is not only new and stimulating, but also

more closely aligned to their learning rates and abilities.

6 Provide small group or individualised instruction for students who have not yet mastered all the objectives, but are capable of doing so more quickly than

their classmates.Teachers can provide differentiated opportunities to instruct

high potential students who qualify for compacting, but have

not yet mastered all the objectives.

Content compacting differs from skills compacting. As the

name implies, it compresses overall course material that

students have already mastered, or are able to master in a

fraction of the normal time. Skills compacting, on the other

hand, eliminates specific skills that students have already

acquired. Content compacting is also designed for general

knowledge subjects — social studies, science, and literature

whereas skills compacting is intended for mathematics,

spelling, grammar and language mechanics.

7Offer academic alternatives for students whose curriculum has been compacted.Alternatives often exist to provide acceleration and/or

enrichment for students whose curriculum has been

compacted. The possibilities for replacement activities include:

˙Providing an accelerated curriculum based on advanced concepts

˙Offering more challenging content (alternative texts, fiction or non-fiction works)

˙Adapting class work to individual curricular needs or learning styles

˙Initiating individual or small group projects using contracts or management plans

˙Using interest or learning centers

˙Providing opportunities for self-directed learning or decision-making

˙Offering mini-courses on research topics or other high interest areas

˙Establishing small seminar groups for advanced studies

˙Using mentors to guide in learning advanced content or pursuing independent studies

˙Providing units or assignments that are self-directed, such as creative writing, game creation, creative and critical thinking training

Teachers will have to decide which replacement activities

to use and their decisions will be based on factors such as

time, space, resources, school policy and help from other

colleagues in school (such as a library media-specialist).

8K e e p r e c o r d s o f t h e c o m p a c t i n g process and instructional options for compacted students.Any differentiated program requires added record

keeping. Teachers and administrators should collectively

decide how the compacting process should be documented,

and all written documentation should include these basics:

(i) Student strength areas, as verified by test scores or performance

(ii) The pretests used to determine mastery, and the learning objectives that were eliminated

(iii) Recommended enrichment and acceleration activities


Fig 1. The Compactor. (Reprinted with permission.)

An overview of the curriculum An overview of the curriculum compacting process is best

provided by the use of the management form ‘The Compactor’,

as presented in Fig. 1. It serves as both an organisational and

record-keeping tool. Teachers usually complete one form

per student, or one form for a group of students with similar

curricular strengths. Completed compactors should be kept in

students’ academic files and updated regularly. The form can

also be used for small groups of students who are working at

approximately the same level (e.g., a reading or math group).

The Compactor is divided into three columns:

• The first column includes information on learning

objectives and student strengths in those areas.

• In the second column, teachers should list the ways in

which they will pre-assess whether students already know

the skills that will be taught in class. The pre-test or

pre-assessment strategies they select, along with results

of those assessments, should be listed in this column.

• The third column is used to record information about

acceleration or enrichment options. To determine

these opt ions , teachers must cons ider s tudents ’

individual interests and learning styles. They should not

uniformly replace compacted regular curriculum work with

harder, more advanced material that is solely determined

by the teacher.

How to Implement the Compacting Process

Assessing Students’ Interests

Considering students’ interests are crucial in choosing

curriculum alternatives. When asked what students enjoy most

about compacting, they consistently cite the freedom to select

their own topics of study; conversely, their biggest objection

is the limited opportunity to pursue their favorite subjects.

The Interest-A-Lyzer1 (Renzulli, 1977) is a 13-item questionnaire

devised to help students examine and focus their interests.

Teachers play a dual role in fostering student interests. Once

they have identified general categories of interest, they must

refine and focus them, then provide students with creative

and productive outlets for expressing them. Teachers must be

sensitive to students’ talents and inclinations within their fields

of interest, and at the same time, encourage them to explore a

range of options within those fields.

NOTE[1]For more information of the Interest-A-Lyzer, you may refer to an article entitled “The Total Talent Portfolio: A Plan for Identifying and Developing Gifts and Talents.” Retrieved June 20, 2011 from http://www.gifted.uconn.edu/sem/semart09.html


SummaryThe many changes that are taking

place in schools require all educators to

examine a broad range of techniques

for providing equitably for all students.

Curriculum compacting is one such

process. It is not tied to a specific content

area or grade level, nor is it aligned

with a particular approach to school or

curricular reform. Rather, the process is

adaptable to any school organisational

plan or curricular framework, and it

is flexible enough to be used within

the context of rapidly changing

approaches to general education.

L ike any innovat ion , curr iculum

compacting requires time, energy,

and acceptance from teachers. Yet,

educators we have studied who

compact effectively indicate that it

takes no longer than normal teaching

practices. More importantly, they

reported that the benefits to all students

certainly make the effort worthwhile.

One teacher’s comment about the

compacting process reflects the attitude

of most teachers who have participated

in research about compacting,

References

Archambault, F. X., Jr., Westberg, K. L., Brown, S., Hallmark, B. W., Emmons, C., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers. Storrs, CT: The National Research Center on the Gifted and Talented.

Baum, S. M., Renzulli, J. S., & Hebert, T. P. (1995). Revers ing underachievement: Creat ive productivity as a systematic intervention. Gifted Child Quarterly, 39, 224-235.

Reis, S.M., Burns, D.E., & Renzulli, J.S. (1991). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

Reis, S. M., Hebert, T. P., Diaz, E. I., Maxfield, L. R., & Ratley, M. E. (1995). Case studies of talented students who achieve and underachieve in an urban high school. Monographs of the National Research Center on the Gifted and Talented. (Research Monograph 95120).

Reis, S.M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T.P., Purcell, J.H., Rogers, J., Smist, J., & Plucker, J.A. (1992). Technical report of the curriculum compacting study. Storrs, CT: The National Research Center on the Gifted and Talented.

Renzull i , J .S. (1977). The interest-a-lyzer . Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S. (1988). The multiple-menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32, 298-309.

Renzulli, J. S., & Reis, S. M. (1991). The reform movement and the quiet crisis in gifted education. Gifted Child Quarterly, 35, 26-35.

Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

Renzulli, J.S., & Smith, L.H. (1978). The compactor. Mansfield Center, CT: Creative Learning Press.

Renzulli, J.S., & Smith, L.H. (1978). The learning styles inventory. Mansfield Center, CT: Creative Learning Press.

Tomlinson, C. A. (1995). How to differentiate i n s t r u c t i o n i n m i x e d - a b i l i t y c l a s s r o o m s . Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. (Report No. ED 443572). Champaign, IL: ERIC Clear inghouse on Elementary and Early Childhood Education.

Westberg, K. L., Archambault, F. X., Dobyns, S. M., & Salvin, T. J. (1992). Technical report: An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms. Storrs, CT: The National Research Center on the Gifted and Talented.

“As soon as I saw how enthusiastic

and receptive my students

were about the compacting

process, I began to become more

committed to implementing this

method in all my classes.”


針對資優及高能力學生較同輩更早通曉及

掌握課程內容的特質，教師在規畫課程時應

按學生對課程的掌握程度及學習興趣作出調

適，安排富挑戰性的學習經歷，避免學生重

覆學習已通曉的內容，並將騰出的時間讓

學生更有效地學習，從而提升學習效能。

「濃縮課程」是其中一項回應這些學生需要

的適異性課程與教學模式，於 1978 年由

Dr. Renzulli 和 Linda Smith 共同開發。濃縮

課程能夠配合學生的不同學習需要、能力

及興趣作出調適與指導，為他們提供加速

或加深 / 加廣的增潤學習活動，因此對資優

及高能力學生甚具裨益。

濃縮課程 ( 摘要 )

芮斯教授及傑布先生

課程濃縮的八個步驟

1 確立學習目標

教師可在學科或年級中選取

適合的學習目標，藉以

反映學習層次的遞進、應用該

學科的新知識、發展技能或概念，

以及了解學習目標對資優及高

能力學生的重要性。

2找出適當的預試方法

教師需花時間預先規畫，

從而確定所編製的預試

方法是否配合學習目標。教師能

通過不同形式的習作 / 課業評核

學生的表現基本技能 /，觀察及

檢視資優及高能力學生的思考

過程，了解學生已經或尚未掌握

哪些學習目標，以及是甚麼因素

導致學生未能達標。


Mr. Nicholas Gelbar Mr. Gelbar is completing his PhD in School Psychology and Gifted Education at the University of Connecticut. His r e s e a r c h i n t e r e s t s a r e e f f e c t i v e assessment systems, interventions for twice exceptional students, and implementing the principles of universal design in online courses. Previously, Nicholas taught history for several years at a secondary school in Connecticut.

傑布先生正在美國康涅狄格大學

攻讀心理學及資優教育博士學位。

他的研究興趣包括有效的評估

系統、對雙重特殊資優生的介入

支援及在網上課程施行通用設計

的法則。傑布先生早前曾在康涅

狄格州任教中學歷史科數年。

Dr. Sally ReisDr. Reis is a Professor a n d t h e D e p a r t m e n t Head of the Educational Psychology Department i n t h e N e a g S c h o o l

of Educat ion at the Univers i ty of Connecticut where she also serves as Principal Investigator of the National Research Center on the Gifted and Talented. Her research interests are related to talent development in all children as well as special populations o f g i f t e d s t u d e n t s . S h e h a s w o n several professional awards including the Distinguished Service Award for outstanding service by the National Association for Gifted Children and most recently, she was named the Distinguished Scholar by the National Association for Gifted Children, for her scholarly contributions to the field.

芮斯博士為美國康涅狄格大學內

亞教育學院教育心理學系教授兼

主任，以及是該大學的「國家資優

人士及天才研究中心」首席研究

員。她的研究興趣涉及所有兒童

及優生的才能發展，亦包括有學

習困難的學生。芮斯教授曾獲數

個專業獎項，當中包括美國國家

資優兒童協會傑出服務獎。此外，

她最近亦獲該協會提名傑出學者，

以表揚她對資優教育方面的學術

貢獻。

5精簡教學內容或時間

對學習目標已充分掌握的

學生，教師可讓他們參與

增潤或加速學習活動，讓他們在

日常課堂中除了學習新知識外，

更可緊密配合其學習進度與能力，

向更高層次的學習邁進。

6學生尚未掌握學習目標，

但有能力學得比同學快，

教學應精簡迅速

教師可就內容或技巧方面作濃縮：

內容濃縮是指把學生已掌握的

課程內容濃縮或以較短的時間教

授；技巧方面是指刪除學生已

掌握的技巧，以避免重覆學習。

3確認需要預試的學生

教師可透過檢視學生以往

的成績表、上課表現、曾

任教老師的評語等辨識學生的

專長領域。此外，觀察學生的

行為，如較同輩更早完成閱讀、

完成習作或表現沉悶、甚至表示

習作過份顯淺等，均可視作辨識

應否讓學生參加預試的理據。

8記錄課程濃縮的過程 /

程序及教學指導的選擇

教師及學校管理人員應

通力合作，決定如何記錄濃縮

課程的過程及進展，當中應包括

學生被辨識的專長、如何以預試

確定學生的掌握程度及調適學習

目標，以及建議學生應參與的

增潤或加速學習活動等。

4讓學生參加預試，以確定

其對選定目標的掌握程度

教師以不同的預試方法

辨識學生的掌握程度，並可運用

表列形式，記錄符合學習目標的

評估結果和相應的調適策略。

當教師能夠掌握濃縮課程的

概念與步驟，就可考慮運用

「濃縮課程活動設計表」(The Compactor) 作記錄。

7藉由課程濃縮所提供的

時間來安排具挑戰性的

替代活動

教師可因應時間、空間、資源、

校政及同工協作等因素考慮選取

替代活動。替代活動包括提供富

挑戰性的課程內容（如學習高層

次概念）、調適課業以配合個別

學習目標的需要、給予學生時間

規畫以興趣或學習為本的個人或

小組研究 (Project)、發展學生自我調控/自主學習的(Self-regulated Learning) 能力等。


FRONTLINE EXPERIENCE SHARING ON GIFTED EDUCATION IMPLEMENTATION

Sharing from St Stephen’s College

Choi Lam Kit Ying Deputy Principal, St Stephen’s College

Differentiation using

CURRICULUMCOMPACTINGLearners Differences – A Reality in Today’s Classroom

Visualise yourself at a senior

secondary classroom in the school

where you teach. This is the beginning

of a unit that students have been

studying since Secondary 1.

Along with the implementation of 12-year

free education, catering for learner

differences has become a challenge

to most teachers nowadays. Research

shows that people process new and

difficult information differently. The

terms analytic/global, left brain/right

brain, and inductive/deductive have been

used in the literature interchangeably.

“Analytic” distinguishes from “Global”

that “Analytic” learns more easily when

information is presented step by step

in a cumulative sequential pattern

that builds toward a conceptual

understanding while “Global” prefers

to understand the concept first and

follows by concentration on the

details, or prefers to be introduced

to the information with, preferably, a

humorous story replete with examples

and graphics. Neither set of procedure

is better or worse than the other; they

are merely different. One fascinating fact,

as mentioned by Dunn and Dunn (1993),

is that most intellectually gifted students

with an IQ of 145 or higher are “globals”

while most gifted underachievers also are

globals. A mismatch between analytic

teaching styles and global learning

preferences occurs far too often,

resulting in low academic achievement

and poor self discipline.

Every learner is unique that we

should develop their potential to

the full. To this end, subject to the

nature of the topic, we may use such

approaches as curriculum compacting,

accelerated contents or enrichment

activities, competitions and so forth

to create a challenging environment

for all. Here is an example on how

curriculum compacting is used to

achieve differentiation in an advanced

mathematics class.

Will the whole class be attentive?

How will you know that they have mastered the basics?

What should they know and be able to do through your lessons?

How will you adapt the curriculum and instruction in the light of students’ varying abilities, interests and needs?

Will the gifted and not so gifted benefit the most from your lessons?

22 感言REFLECTIONS

Curriculum Compacting - An Example

Before the lessons, for a particular unit,

teacher identifies a set of learning

objectives from low to high and the

expected outcomes. Bloom’s taxonomy

(Anderson, & Krathwohl, 2001) of

cognitive levels: Remembering,

Understanding, Applying, Analysing,

Evaluating and Creating, provides an

excellent way for teachers to formulate

learning objectives for class and therefore

raises awareness of how frequently the

higher levels of thinking are addressed

and how assessments are linked to

learning and teaching.

The lesson begins with a short quiz as a

pre-assessment on the basic knowledge

and skills that students should have

acquired in previous years. They are then

asked to grade their own work. This pre-

test helps assess what students know

and what they still need to learn. The

pace of instruction, practice time, and

the content of teaching can then be

modified to meet the best interest and

needs of the students.

Next, the class is set to work in groups

by comparing and contrasting

two solutions to one problem in

the 12-minute short quiz, and

sharing one another their ideas. The

discussion, though short, serves as an

ice-breaker and an eye-opener.

The class is then presented with a

problem-based learning1 question

“Treasure Hunt” and an outline of

the tasks (see Annex 1 on page 25).

Students will work in groups to

brainstorm, formulate and solve

these problems, for instance, where

the treasure is if the gallows is

found, and what if the gallows is

not there as described in the story.

Inquiry learning2 is recommended

in the problem-solving process. One

merit is that through questioning,

conversations and collaboration that

stem from questioning, students

are engaged to relate their prior

knowledge with new ideas or

experiences, and encouraged to

create new conceptual frameworks

that allow for greater understanding of

and application in the world. Based on

observations and the pre-assessment,

teachers can then further compress

the content that is already known by

students to allow time to be spent

in independent study. To guarantee

proficiency in basic curricular area, apart

from solving the problem, students

must design a learning kit from which

the young man in the problem can

acquire the necessary knowledge,

concepts and processes for locating

the treasure.

The independent study component

takes about 2 – 4 weeks. On completion,

students need to present their products

in groups. Each group will then obtain

feedback and grades from the teacher

and their peers. Teacher reflects on

students’ work and offers challenging

alternatives for quick learners by

compacting the curriculum.

In sum, the compacting procedure of this programme involves these six steps:

Identify the objectives in a subject area

Develop and conduct appropriate assessments to track student learning

Evaluate assessment data to determine student mastery level of the chosen objectives

Eliminate instructional time for contents and skills that are known to students or have been mastered by them

Streamline instruction of those objectives that have not yet been mastered

Offer challenging alternatives for time provided by compacting

STEP 1

STEP 4

STEP 2

STEP 5

STEP 3

STEP 6

NOTES[1] For more information about the use of problem-based learning to enhance gifted learners’ thinking, you may refer to the Feature Article of INSPIRE Issue No.4, pp.10-13. Retrieved July 2, 2011 from http://hkage.org.hk/en/tz_publications.html

[2]You may refer to the following website on the explanation of “Inquiry Learning”. http://www.thirteen.org/edonline/concept2class/inquiry/index.html


References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.

Dunn, R. & Dunn, K. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades 7 – 12. Massachusetts, US: Allyn and Bacon.

Gamow, G. (1988). One, Two, Three, … Infinity. New York: Dover Publications

Reis S. (2011). Compacting and differentiation. Retrieved July 2, 2011 from www.gifted.uconn.edu

Success from the Student’s Point of View

Why use curriculum compacting?

My quick answer is that through

curriculum compacting, we can offer

challenging alternatives for students

especially the gifted for time provided

by compacting, without which the

students would not have the chance to

stretch their potential to the full.

I have been using the “Treasure Hunt”

question as an enrichment activity

to enhance student learning in my

advanced mathematics class. This kind

of problem-based learning task is so

fascinating that it can be solved by

various approaches, such as plane

geometry, coordinate geometry, complex

number, matrix etc. Students could

be creative in communicating their

findings. For example, they could create

a wood model or use flash to create

animation to teach the young man

the theory and to locate the treasure.

The reflection from students and the

products they submitted assured

that they had a thorough grasp of the

important concepts and processes, and

most importantly, through team work,

they knew better where they were,

where to go and how best to get there

along the learning continuum. After all,

they shared a passion for learning.

Under this project, we not only

revisited the theorems that we

learned in Form 2 and Form 3,

but also went into the depths

of the theorems which were

used in this project. We put in

lots of effort in strengthening

what we have learned in the

past, searched for the proofs

and the applications of the

theorems and practically used

them for the project. This

project enhanced our ability

to do research, work as a team

and solve problems that we

have never encountered before.

It was a real eye-opener.

Furthermore, to be honest, the

project was a bit demanding,

not because we had to solve

the problem, but to explain

the concepts and theorems

used in order that others can

keep track of our steps of

solution. But we were up to

the challenge. We managed

to find out the way to come

up with the conclusion using

the easiest methods possible.

Then, we had to think of a way

to present our ideas; we started

to talk about how we used the

fundamental ideas and further

elaborated and applied to our

question. It was hard work,

but it was experience and

skills that could be of use for

a lifetime.

(Reflection from one student team)

STUDENTS’ REFLECTION


St. Stephen’s CollegeIndependent Study Project

(Treasure Hunt)Read the story below. The young man in the story had his education up to secondary 3 level and did not know co-ordinate geometry. “There was a young man who found a note and a map among his great-grandfather’s paper. The note and map revealed the location of a hidden treasure. According to the instructions from his great-grandfather, he should see a pine tree and an oak tree on the north shore of the island; and a gallows on this island. Then, he should walk from the gallows to the oak counting the number of steps. At the oak he must turn right by 90 degrees, take the same number of steps and then put a spike in the ground. Afterwards, he should return to the gallows and walk to the pine counting the steps. At the pine he must turn left by 90 degrees, take the same number of steps and then place another spike in the ground. The treasure should be half-way between the spikes.The young man was excited about this. He then chartered a ship and sailed to this island. He found the oak and the pine, but not the gallows. This young man fell into despair and began to dig randomly over the area. Unfortunately, the island was too big. He couldn’t find the treasure and had to sail back with empty hands. He might have had the treasure if only he had known a bit about mathematics, and specifically, the use of co-ordinate geometry.”

(Adapted from Gamow, G. (1988). One, Two, Three, … Infinity. Dover Science Book.)

Imagine you were a university graduate with a mathematics degree and would like to help this young man. Task 1Do you agree with the following comment at the end of the story?He might have had the treasure if only he had known a bit about mathematics, and specifically, the use of co-ordinate geometry.

Can you apply co-ordinate geometry theory to find the treasure for the young man? Show your working.Task 2You design a learning kit from which the young man can acquire the necessary knowledge and skills on co-ordinate geometry on his own.Your learning kit should include˙some reading materials (can be ‘Word’ documents and / or powerpoint or other forms); and˙some assignments for practice.

ANNEX 1


聖士提反書院分享 ( 摘要 )

前線經驗分享 : 資優教育的推行與實踐

為照顧高能力/資優學生的學

習差異，教師可嘗試運用濃

縮課程 (Curriculum Compacting)調適學習內容和進度，為他們

安排加速學習或加深 / 加廣的

增潤活動，營造富挑戰性的學習

環境。以下是該校於中六數學

科的「解析幾何」(Coordinate Geometry) 課節中運用濃縮課程這個調適策略的分享。

蔡副校長首先參考了「布魯納教學

目標分類」，訂立該單元的學習

目標及擬定預期的學習成果。

她強調這過程可讓教師連繫學與

教及評估，並引入高階思維策略。

由於學生已於初中時學習有關

課題，故此課節開始時，教師先以

小測做預試，了解學生對課題

基本概念及技巧的通曉及掌握

程度。此外，教師會根據學生

自評的個人表現，綜合評估學生

對課題的熟悉及掌握程度，從而

修訂教學進度、學習目標和內容，

並依據學生的興趣及需要設計富

挑戰性的替代活動。接着，學生

會分組及對照小測內兩個不同的

答案，目的是營造協作學習的

氣氛，並讓學生了解問題可有多

於一個解難方案。

教師為這個校本課程設計了一個

以尋寶遊戲為主題的解難任務，

讓學生透過小組形式進行探究活

動、討論、提問及提出解難方案，

合力把任務完成。教師運用探究

式學習 (Inquiry Learning) 連結學生已掌握的知識與新學的概念或

經驗，加深學生對課題的了解及

應用。根據課堂觀察及預試結果，

教師可把課程再作濃縮，騰出時

間讓學生參與小組獨立研究，以

兩至四星期的時間，設計一個教

材套來闡釋尋寶遊戲中的主人翁

如何掌握所需的知識及運用不同

的解難策略去確定寶藏的位置，

並在課程完結時分享學習成果；

每一組均會從教師及同學 / 朋輩

中取得回饋及建議。教師可根據

學生的學習表現及作品質素考慮

安排更富挑戰性的學習內容及具

彈性的學習模式予能力較高的學

生，使他們得以延展學習和發揮

專長。

聖士提反書院

蔡林潔瑩副校長


Wan Wai-yan Sally Pui Kiu College

What is your first impression when reading the above

title? School classroom? World classroom? What are they?

In alignment with the recommendation

by the Hong Kong SAR Government

(Education Commission, 1990), schools

in Hong Kong can plan their school-

based gifted development programme

in responding to their current situation

such as students’ characterist ics ,

teachers’ professional knowledge,

etc. (Education Department, 2000).

Curriculum reform “Learning to Learn”

also calls for “catering for individual

differences” (Curriculum Development

Counci l , 2002) . There is a strong

need for catering for the diversity of

students’ learning needs at the whole-

class environment where teachers

can observe and identify high ability /

gifted students to give them support

as each more than 90% of student

learn ing happens in the normal

classroom environment. In doing so,

differentiation is the most direct means

to achieve this goal. The process of

differentiation is regarded as the

deliberate adaptation and modification

o f the cur r icu lum, ins t ruct iona l

p r o c e s s e s , a n d a s s e s s m e n t s t o

respond to the needs of gifted learners

(VanTassel Baska, 1994, 2008). However,

how can we do it in reality? At the

same time, facing the demands of

the 21st century, how can we facilitate

our students to develop the 21 st

century skills? What can we do? —

Collaboration. This “collaboration” is not

restricted to the learning in classroom

or at school; instead, it is connected

with the outside world, including the

community and other cities in the

world. The following is my sharing of

a Grade 5 differentiated teaching unit

on the topic of Exploring Alternative

Energy in a school based integrated

curriculum in my school.

Collaboration Changes Learning

Using an inquiry-based learning

approach as the main instructional

model for differentiation (VanTassel

Baska, 2008), with global collaboration

with another classroom in Mexico, the

programme unit provides students

with complex and challenging learning

opportunities to develop creative,

in-depth conceptual understanding of

the learning topic – alternative energy.

Students explore different types of

alternative energy and propose the

best alternative energy for Hong Kong

situation. In-depth studies about

different types of alternative energy

are carried out through a wide range

of learning activities including field

trips, cooperative learning activities,

global discussion forum, video

conferences. Instead of illustrating

the teaching steps one by one below,

the underlying principles of the

unit design are shared according to

“collaborate” as follows.

FRONTLINE EXPERIENCE SHARING ON GIFTED EDUCATION IMPLEMENTATION

Sharing from Pui Kiu College

Enriching Learning Experiences Through

CollaborationFrom school classroom to world classroom


Connected Learning is unlimited and without boundaries. Connecting with students in Mexico enables the students to enrich their understanding on the same inquiry issues, including: What alternative energy is available in other parts of the world? Which alternative energy is the best to the other country? and What contextual factors affect the choice of the best alternative energy in the other country? Students working on the same online platform post their ideas and share their ideas and opinions with the Mexican students, where oral and written communication is more emphasised on real-world audience. A video conference is thus carried out so that students can share their final learning products with each other and present special cultures and festivals. This enhances students’ global awareness of environmental protection and sustainability issues as well as extends their understanding of cultures in the partner country.

Open-mindedOpen-minded is an attitude to facilitate the effectiveness of learning and teaching. Both teachers and students are eager to inquire knowledge. At the beginning of the unit, students can raise their own inquiry questions and select the most wanted inquiry questions for the class. Apart from that, looking from multiple perspectives is encouraged through different learning activities, for example, debates and case studies. With reference to Bloom‘s Taxonomy (Bloom, 1956; Anderson and Krathwohl, 2001), “creating” and “evaluation” are more emphasised and students have more opportunities to develop their own ideas and thinking more deeply with evidence to the information gathered from the internet and the field trips. Last but important, open dialogue between students and teachers through discussion and scaffolding questions is fundamentally allowed to unfold knowledge and

uphold knowledge advancement.

ActiveHaving a great variety of opportunities of engaging in a wide range of cooperative learning activities such as group discussion, envoy exchange and so on, students thus have a high sense of ownership of learning. Students’ learning is also visible by others through presentation and making learning products. This keeps students’ momentum to inquire and explore further in the learning topic under such an intellectually challenging environment where students can find it meaningful and purposeful to learn. Students have more opportunities to study the concept in multiple applications through project

work and presentation.

OriginalOriginality is important to learning and thinking. With encouragement to develop creativity, at the first stage of learning, students working in different groups focus on one type of alternative energy and they design their own models for their envoy exchange activity, in which different groups are to present their alternative energy to each other. Besides, students can choose different ways to present their learning products, that is, the best alternative energy in Hong Kong, where students are provided alternatives for tasks, products, and assessments with reasonable justification of their own choice while they have to make decision about their presentation with specifications given for creative

work under clear directions.

Life-Long

Think about life-long skills. What are they? They are generic skills leading to learning capacity. The foci of the development of life-long skills in the unit design are collaboration skill, communication skills and critical thinking skills. For example, at the stage of making a model for the presentation of a specific type of alternative energy, students work in groups and discuss how to present that type of alternative energy while allocation of work and contents of presentation are shared amongst the group members. Critical thinking is encouraged during discussion while students have to think about what ways are the best for the presentation with good, sound reasons. Students need to be able to consider multiple points of view, sharpen or broaden their thinking in order to provide strong arguments for or against other perspectives.

BlendedBlended learning is applied in the design of the whole unit. The unit design allows for combination and alignment of different learning environments for motivating students, where students’ learning experience is enriched throughout an integrative learning approach. Such a complex approach enhances and accelerates learning to be undertaken in face-to-face sessions with learning opportunities created outside the classroom through field trips and online environment for discussion. Knowledge is thus gained through a deep and meaningful learning journey.

Conclusion:


References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon.

Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York, NY: David McKay Co Inc.

Curriculum Development Council. (2002). Basic Education Curriculum Guide: Building on Strengths (Primary 1 - Secondary 3). Hong Kong: Hong Kong Government Printer.

Education Commission. (1990). Education Commission Report No.4. Hong Kong: Government Printer.

Education Department. (2000). Development of Gifted Education in Hong Kong. Retrieved on 8th February 2011 from: http://www.edb.gov.hk/FileManager/EN/Content_3201/policy_paper.pdf

Partnership for 21st Century Skills. (2004). Framework for 21st Century Learning. Retrieved from: http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120.

VanTassel-Baska, J. (1994). Comprehensive Curriculum for Gifted Learners (2nd ed.). Boston: Allyn & Bacon.

VanTassel-Baska, J. (2008). What Works in Curriculum for the Gifted. Keynote address at the Asia Pacific Conference on the Gifted, Hong Kong, July 18, 2008. Retrieved from: http://hkage.org.hk/en/events/080714%20APCG/01-%20Keynotes%20&%20Invited%20Addresses/1.9%20Van%20Tassel-Baska_What%20Works%20in%20Curriculum%20for%20the%20Gifted.pdf

ReflectiveStudents have a chance to reflect on their learning for their ongoing and continuous improvement and development. With structured opportunities, students can spend considerable time on assessing their own learning outcomes and the others’ learning products. During the process, students can examine and interpret their learning products about their understanding of alternative energy so as to help them to gain new understanding to the study topic more deeply. In-depth understanding and self-actualisation is fostered through students’ personal reflection and peer assessment in which they can give further comments and suggestions to each other for improvement and development.

TechnologicalStudents are exposed to use different types of ICT tools in support their learning. Not only information search and data collection during the learning process, students can use different kinds of ICT tools for making their learning products such as website (e.g. wikispaces), e-book (e.g. issuu), e-poster (e.g. glogster) and so on. This helps to encourage students to make their learning visible and creates an impetus to encourage them to learn beyond the classroom and share with each other.

AffectiveAffective education is incorporated during the learning and teaching process. Social emotional elements such as mutual respect and cooperation are taught to students. For example, during the classroom debate on the topic of the feasibility of wind power, students are keen on the arguments on agreeing and disagreeing with each other. Being given guidance to understanding conflicting accounts of others’ opinions, students show their appreciation and support to each other while they give a good point to their opponents at the end of the debate activity. Infusing social emotional elements is naturally tuned in the process

of learning and teaching.

ExploratoryExploring new things is always a good start to keep students’ motivation to learn. Therefore, some field trips are organised. All classes go for a trip to Ma Wan Park to explore what is alternative energy and how it works in Hong Kong. Apart from that, interested students are selected for the visit to Lamma Island Wind Power Station Open Day as organised by the Hong Kong Electric Ltd. With their rich experiences in the field trip to Lamma Island, students bring back and share their ideas and views to their belonging groups in the class. Students working in groups further investigate the study topic and do a proposal, make an e-poster or create a model to recommend the best alternative energy for sustainable development in

Hong Kong.

Last, but not the least, “collaborate” can be at anytime, any where. Collaboration is across different levels: teachers, schools, communities and the global world. This concept of “collaborate” should be further explored and deeply rooted in daily classroom for the unlocking of potentials of individual students.


培僑書院的溫老師分享該校教師

如何運用多元化的教學策略來

照顧學生的個別差異及學習需要，

並提升學生身處廿一世紀應具備

的能力。

在小學五年級的「社會成長科」中，

溫老師主要以探究式學習作為

藍本，並滲入「協作」這個重要

元素，發展了一套校本課程—

「探索替代能源」(Exploring Alternative Energy)。她在課程中營造了有意義、具挑戰性的學習

機會，並以多樣化的教學活動讓

學生發揮創意，從而加深他們對

課題的了解。

此課程特色在於讓學習擴展到

課室以外，如透過實地考察、

網上討論等，令學習不再局限

於傳統的面授；它亦更能與世界

接軌，讓香港與墨西哥兩地的

學生進行學術交流，透過探討

不同議題，例如不同類型的能源

及最適合兩地使用的能源等，藉

以加深學生對課題的了解。教師

與學生均持開放態度：學生在教節

開始時主動表達他們的學習需要

和興趣，而教師則以學生為本，

鼓勵學生以多角度思考問題。學生

主動參與活動提升了他們對學習

的自主性；而他們在學習過程中

持續反思和互相評價，以及教師

就課業、作品及評估三方面為學

生提供選擇方案，鼓勵他們選擇

適合自己的表達手法，發揮創意，

這些都能協助學生評估其學習

成果及對課題概念有所掌握。

此課程着重培育學生的終生學習

能力（如協作、溝通和批判性

思考能力），以及培養學生互相

尊重及協作精神，並且懂得善用

各類的資訊科技如創作網頁、

電子書等，這些均能豐富學生的

學習經驗，有助他們的全人發展。

「協作」能把師生及不同地域的

學生連繫起來，把學習延伸至

校外、社區和世界層面。如能

深入探討這個概念及讓其植根於

日常教學中，學生定能發揮所長，

提升學習效能

培僑書院

溫慧欣老師

溫老師列舉了該課程的八項特點：Connected ( 聯繫的 )、Open-minded

( 開放的 )、 Life-Long ( 終生學習的 )、 Active ( 主動參與的 )、 Blended ( 混合的 )、Original ( 原創的 )、Reflective ( 反思的 )、 Affective ( 感性的 )、

Technological (科技的)和 Exploratory (探索的) 帶出COLLABORATE 「協作」

為規畫該課程核心的概念。

培僑書院分享 ( 摘要 )

前線經驗分享 : 資優教育的推行與實踐


香港資優教育學院旨在集合教育界

領袖及各持分者的力量，為資優或

高能力學生提供一個更適切的環境

栽培他們成長。本學院舉辦的資優

教育周年演講正是讓本港教育界

領袖了解資優教育的重要性，從而

提高他們對資優教育的關注。

第二屆何東資優教育演講已於2011年

1 月 7 日假九龍灣國際展貿中心

舉行。繼教育局常任秘書長謝凌潔貞

太平紳士及本學院院長湯敏思博士

致歡迎辭後，兩位著名的資優教育

專家任汝理博士及芮斯博士分別向

本地教育界領袖分享他們對資優教

育的真知灼見。任汝理博士探討了

21世紀資優教育的特點及好處；

芮斯博士隨後則向與會者說明資優

教育課程如何改寫學生的一生。演講

吸引了逾3 0 0位教師、課程統籌

主任、學校領導、負責支援高能力

學生或資優生的教育心理學家及

其他教育工作者出席。

News Bites 要聞剪影

(12/2010 – 5/2011)

Annual Special Event周年特別活動

Teacher Professional Development教師專業發展課程

The HKAGE has a significant role in

rallying the support of education

leaders and various stakeholders

to provide a more conducive and

appropriate environment to nurture

gifted and/or high-ability learners.

The Annual Hotung Lecture aims to

raise the awareness of the importance

of gifted education among the

education leaders in Hong Kong.

The second Annual Hotung Lecture

took place at the Kowloonbay

International Trade & Exhibition Centre

on 7 January 2011. Following the

welcoming addresses by Mrs. Cherry Tse,

JP, Permanent Secretary for Education

and Dr. Stephen Tommis, our Executive

Director, two renowned experts

in gifted education, Dr. Joseph

Renzulli and Dr. Sally Reis shared

their views on gifted education

with our education leaders. Dr.

Renzulli shared his insights into

the unique aspects and benefits

of gifted education in the 21st

century. It was followed by Dr. Reis

presenting compelling evidence

about the ways in which gifted

programmes make a difference

to students’ lives. The lecture was

well attended by over 300 teachers,

curriculum coordinators, school

leaders, educational psychologists

as well as other school practitioners

providing support to gifted or high-

ability learners.

The Annual Hotung Lecture 2011 何東資優教育演講2011By Dr. Joseph Renzulli and Dr. Sally Reis

7 January 2011任汝理博士及芮斯博士主講

2011年1月7日


Thematic Seminars / Workshops – Past Events專題講座 / 工作坊 — 已舉辦課程

WORKSHOP 專題工作坊

Feedback from participants:

Understanding how to identify and cater for 2E (Twice Exceptional) students by using “Dual Differentiation” strategy.

學員回饋:

我認識到運用適異性策略辨識及照顧

雙重特殊資優生的重要性。

Providing Support to Twice Exceptional Students支援雙重特殊資優生

By Dr. Susan Baum17 December 2010

Susan Baum 博士主講

2010年12月17日


Reaching the Highest Level: Reversing Underachievement and Increasing Achievement in Gifted Students協助潛能未展資優生提升卓越表現

By Dr. Joseph Renzulli & Dr. Sally Reis8 January 2011

Joseph Renzulli 博士及

Sally Reis 博士主講

2011年1月8日


˙The speakers reminded me of the importance of catering for learner differences and taught me some practical skills for improving students’ academic performance.

˙The speakers’ experience-sharing enabled me to learn how to help underachieved students to reverse underachievement.

學員回饋:

˙ 講者提醒了我有關照顧學習差異的重要性，同時也教授了一些實用方法來提升學生的學術表現。

˙ 講者的精闢見解讓我了解如何協助學生提升表現，逆轉潛能未展的情況。


Late, Lost and Unprepared: How to Help Students with Executive Functioning如何運用執行功能支援學生

By Dr. Joyce Cooper-Kahn3 March 2011

Joyce Cooper-Kahn 博士主講

2011年3月3日


˙The clarity of the speaker is greatly appreciated because she made complicated materials accessible and concrete to participants.

˙Very practical, lots of useful instructional strategies for developing students’ executive functioning skills.

學員回饋:

˙ 十分欣賞講者能把複雜的教材清晰地、具體地表達，讓與會者易於掌握。

˙ 工作坊內容很實用，講者分享了很多有用的教學策略以協助資優生發展執行功能。

32 要聞剪影NEWS BITES


Understanding Gifted Students with Emotional and Behavioural Disabilities and Strategies to Help Them了解資優生的情緒及行為障礙與支援策略

By Ms. Cindy Heslin4 March 2011

Cindy Heslin女士主講

2011年3月4日


˙The insights of the speaker and the tools (assessment forms and sample intervention plans) introduced give me more ideas of how to deal with students with emotional difficulties.

˙Case studies gave me opportunities to apply what I had just learned in the workshop.

學員回饋:

˙ 講者的精闢見解及介紹的工具 ( 如評估表和介入方案示例 ) 讓我更能掌握如何處理有情緒困擾的學生。

˙ 個案研討環節讓我有機會應用我剛在工作坊上學到的知識。

SEMINAR 專題講座

Assessment for Learning of Gifted Learners促進資優生學習的評估

By Dr. Joyce VanTassel-Baska9 May 2011

Joyce VanTassel-Baska

博士主講2011年5月9日


˙I have learned how to execute performance based assessment by building a link between learning objectives and activity design.

˙I recognise the importance of setting reasonable goals and assessment methods to meet students’ needs.

學員回饋:

˙我學會了如何透過把學習目標和活動設計連結以實踐實作評量。

˙我認識到訂立合理目標及評估方法以切合學生需要的重要性。


Curriculum/Programme Planning and Evaluation in Gifted Education資優教育課程規劃及評鑑

By Dr. Joyce VanTassel-Baska14 and 21 May 2011

Joyce VanTassel-Baska

博士主講2011年5月14及21日


˙The workshop was very relevant to my job and I found the ideas shared were useful.

˙Dr. VanTassel-Baska walked through the six features of differentiated curriculum planning with practical examples.This helped participants to capture the ideas systematically.

學員回饋:

˙是次工作坊和我的工作有密切聯繫，其中的分享很有用。

˙ VanTassel-Baska 博士以實例幫助學員有系統地掌握設計適異性課程的六項特點。


MASS LECTURE 大型講座

Developing an Affective Curriculum for Talent Development有助才華發展的情意教育課程

By Dr. David Yun Dai27 May 2011

David Yun Dai 博士主講

2011年5月27日

INTRODUCTORY COURSE 入門課程

FOUNDATION COURSE 基礎課程

Introduction to Gifted Education (Primary School Session)19 February 2011

Nurturing Gifted Learners (Event 3)November 2010 – March 2011

資優教育簡介（小學場次）2011年2月19日

培育資優生（場次三）2010年11月至 2011年3月

Structured Courses – Past Events結構課程 — 已舉辦課程


˙The “Cope and Grow Model” developed by Dr. Dai and his colleagues is valuable as it helps us look at students’ individual needs.

˙I got some inspiration about teaching gifted students: the teaching focus should be students, rather than the subjects taught

學員回饋:

˙ 講者介紹他本人及其研究伙伴共同開發的「解困及成長」(Cope and Grow) 模式很有價值，能讓我們看到學生的個別需要。

˙我得到一些啟發 : 教學著眼點應是學生，而非所教科目。

Outreach Services外展專業發展服務

我們不時收到學校的邀請提供有關資優教育的專業

發展服務。近數月來，我們應邀到校主持資優教育

入門講座、較深入的工作坊如「適異性課程」或「社交

情緒學習」課題，以及提供教育諮詢服務。

From time to time, we have received requests from schools

to deliver onsite professional development programmes in

gifted education (GE). In the recent months, introductory

seminars in GE and in-depth workshops on specific topics

like differentiation and social emotional learning have

been conducted and customised services have also

been provided.

34 要聞剪影NEWS BITES

The above information provided is subject to confirmation. Please visit the “Parent Zone” of our website: www.hkage.org.hk for details.上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「家長園地」查閱詳情。網址：www.hkage.org.hk

Consultation and Assessment Centre Information 諮詢及評估中心Hotline 熱線電話:3698 3947 Email 電郵: [email protected]

Free-of-charge Outreach Parent Seminars 免費到校家長講座

ABCs of Giftedness資優基本法

A 1.5-hour school-based seminar will be provided. Schools and organisations are welcome to call 3698 4025 for details and appointment.

以校本形式提供1.5小時的講座，歡迎學校及機構致電3698 4025預約及查詢。

Priority will be given to applications by the same school sponsoring bodies; or a joint-school event; or an event with more than 200 participants.

以同一辦學團體，或最少三間學校，或多於二百位與會者名義提出的申請，將獲優先考慮。

Nurturing the Gifted如何培育資優兒

Affective Needs of Gifted Children情意百寶袋

Nurturing Creativity in Young Children解開創造力之謎

Critical Thinking Skills批判思維放大鏡

Parent Workshops 家長工作坊 Target 對象 Date 舉辦日期

Communicating with My Gifted Child 1: Parent-childcommunication (Re-run)親親孩子（1）：親子溝通篇（重辦）

Parents of gifted children資優兒童的家長

17 and 24 September 20112011年9月17及24日

Nurturing Creativity through Experiments創意與科學

8 and 15 October 20112011年10月8及15日

Communicating with My Gifted Child 2: Marital communication親親孩子（2）：夫妻溝通篇

19 and 26 November 20112011年11月19及26日

Mindfulness - Stress Management for gifted children (Re-run)正念—壓力管理篇（重辦）

10 and 17 December 20112011年12月10及17日

Special Events 特別項目 Target 對象 Date 舉辦日期

Project Twice-exceptional Resource Pack Dissemination「尋找雙重特殊資優兒」計劃資源套發佈會

Social workers and School Guidance Personnel社工及學生輔導人員

October 20112011年10月

Parent Orientation 2012新學員家長迎新日2012

Parents of our new student members in 2012二零一二年新學員家長

Early 20122012年初

Charged Customised Programmes 收費特定工作坊

Customised consultancy and training in schools特定諮詢服務及駐校培訓課程

We also offer customised workshops and consultation services to schools and organisations for a modest charge. They can be tailor-made to meet the needs of parents. For details and appointment, please contact us at 3698 4025 / [email protected].我們亦為學校及機構提供適度收費的特定工作坊及諮詢服務，其內容

可另作擬定及剪裁，以滿足家長的需要。歡迎致電3698 4025 或電郵[email protected]預約及查詢。

Parent Support 家長支援服務

2011年 7月至12月JULY – DECEMBER 2011


Leadership領導才能

Leaders for the New Generation新一代社會領袖

Ethical Leadership and Value Study誠信管理及價值觀研究

Public Speaking Workshop演說技巧工作坊

Communication Skills Workshop溝通技巧工作坊

Project Planning - Project Management 項目規劃—項目管理

Team Dynamics團隊動力

Effective Leadership and Social Service Projects有效領導與社會服務

Mathematics數學

Mathematics in 18 Lessons (Phase II)數學十八章經（第二階段）

Mathematics in 18 Lessons (Phase III)數學十八章經（第三階段）

Introduction to Olympiad Mathematics (Phase II)數林匹克初探（第二階段）

Introduction to Olympiad Mathematics (Phase III)數林匹克初探（第三階段）

International Mathematical Olympiad Training (Phase I)國際數學奧林匹克訓練（第一階段）

International Mathematical Olympiad Training (Phase II)國際數學奧林匹克訓練（第二階段）

Mathematics Ignition數學燃動課程

Online learning modules in Mathematics數學網上學習課程

Student Programmes and Services 學生服務

Humanities人文學科

Introductory Course in Chinese Classical Literature中國古典文學初階課程

Introductory Course in English Classical Literature英國古典文學初階課程

Intermediate Course in Chinese Script Writing中文劇本寫作進階課程

Intermediate Course in Philosophy哲學進階課程

Future Curator Training Course未來館長培訓班

Enigma of the Social Worlds社會科學課程

Introductory Course in Critical and Creative Thinking批判及創意思維初階課程

Introductory Course in Cultural Studies文化研究初階課程

Intermediate Course in Sociology社會學進階課程

Introductory Course in Social Studies社會研究初階課程

Intermediate Course in Psychology心理學進階課程

Introductory Workshop on Research Methodology and Writing for the Social Science社會科學研究方法及寫作初階工作坊

Online learning modules in Humanities人文學科網上學習課程

Sciences 科學

Enhancement Programme for Gifted Students in Physics (Phase I to III)資優學生物理培訓課程（第一至三階段）

The 9th International Junior Science Olympiad Student Training Programme第九屆國際初中科學奧林匹克訓練課程

Credit-bearing course in Marine Sciences Training 海洋科學大學學分課程

Environmental Science Programme環境科學課程

Chemist in Laboratory實驗室中的化學研究

Astronomy Programme天文課程

Software Development Programme軟件開發課程

Biomedical Engineering Workshop生物醫學工程工作坊

Technology Design Programme科技與設計課程

Medical Science Entry Programme醫學初探課程

Summer Medical Programme暑期醫學學習計劃

2011年 7月至12月JULY – DECEMBER 2011

36 學院動向UPCOMING EVENTS OF THE ACADEMY

Thematic Courses / Workshops / Seminars / Learning Circle 專題課程/工作坊/講座/小組研習

Thematic Seminar: “Introduction to Gifted Education” (Secondary School Session)專題講座：「資優教育簡介」(中學場次)

Secondary School Teachers中學教師

September / October 20112011年9月或10月

Thematic Seminar: “Quality Standards for Gifted Education Programmes”專題講座：「資優教育課程質素標準」

Primary & Secondary School Vice-Principals, Curriculum leaders and Subject Panel Heads中、小學副校長、課程領導及學科主任

November 20112011年11月

Thematic Workshop: “Adapting Learning & Teaching in the Regular Classroom for the Gifted” 專題工作坊：「為資優生調適課堂學與教」

Primary & Secondary School Teachers中、小學教師

December 20112011年12月

Learning Circle: “Adapting Learning and Teaching in Mathematics for the Gifted” 小組研習：「為資優生調適數學科學與教」


December 20112011年12月

Thematic Workshop: “Identification: Principles and Practices”專題工作坊：「識別資優：原則及實踐」


December 2011/ January 20122011年12月/2012年1月

The above information provided is subject to confirmation. Please visit the “Student Zone” of our website: www.hkage.org.hk for details.上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「學生園地」查閱詳情。網址：www.hkage.org.hk

Personal Growth and Social Development Series個人成長及社交發展系列

Learning Skills Workshop學習技巧工作坊

Conflict Management Workshop衝突管理工作坊

Self-understanding Workshop自我認識工作坊

Multi-disciplinary 跨學科課程

University-based Multi-disciplinary Study Projects全方位大學研習課程

Thematic Talk 主題式講座

Academic talks in each domain are held regularly定期舉辦各範疇學術講座

教師專業發展課程

2011年 8月至12月

Teacher Professional Development Programmes

AUGUST – DECEMBER 2011

Special Event Target Group 培訓對象 Date 舉辦日期

“Giftedness in East-Asia: Explorations in the Actiotope Model of Giftedness” 國際討論會及工作坊http://www.ied.edu.hk/giftedea/

Educators & School Practitioners教育界及學校專業同工

Symposium: 1-2 AugustWorkshop: 3 August討論會：8月1至2日工作坊：8月3日

The above information provided is subject to confirmation. Please visit the “Teacher Zone” of our website: www.hkage.org.hk for details.上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「教師園地」查閱詳情。網址：www.hkage.org.hk


The Hong Kong Academy for Gifted Education 香港資優教育學院

East Block, Kowloon Tong Education Services Centre, 19 Suffolk Road, Kowloon Tong, Hong Kong香港九龍塘沙福道19號教育服務中心東座Tel電話 : (852) 3698 4103 Fax 傳真 : (852) 3586 3445Email電郵 :[email protected] Website網址 : www.hkage.org.hk

Copyright © 2011 by The Hong Kong Academy for Gifted Education Ltd. Printed in Hong Kong. All rights reserved. 香港資優教育學院有限公司2011年©版權所有香港印刷。未經許可，不得轉載。

TITLE 刊物名稱

INSPIRE: The Gifted Education Magazine for Educators匯賢「資」訊

AUTHOR 作者

The Hong Kong Academy for Gifted Education Ltd香港資優教育學院有限公司

EDITORS 編輯

Patrick Lam, Clara Tam, Man-kit Ng, Nelson Lai, Mo-yam Chan林克忠、談勵紅、吳文潔、黎永業、陳武鑫

TRANSLATOR 翻譯

Solomon Hui, James Lee許金城、李浩海

PUBLISHER 出版The Hong Kong Academy for Gifted Education Ltd 香港資優教育學院有限公司

The electronic version of INSPIRE is available on our website. 學院網站備有《匯賢「資」訊》網上版，可供參考及下載。

ISSN 2219-4576

Contact Us聯絡我們

If you have comments and suggestions to improve INSPIRE, please contact us. You are welcome to contribute articles to this magazine!

假如你對今期內容有任何意見及建議，歡迎聯絡我們。

歡迎各位踴躍投稿！

Email 電郵：[email protected]

Subscribe to INSPIRE Issue No.5訂閱《匯賢「資」訊》第五期

If your school/organisation is interested in subscribing to this issue of INSPIRE, please fill in the form below and fax it to 3586 3429.

假如　貴校/機構有興趣訂閱今期《匯賢「資」訊》，請填妥下列資料，

並傳真至3586 3429。

Subscription service for INSPIRE, order quantity 訂閱數量

□ 50 copies or less50本或以下 □ 51-100 copies51-100本□ 101-200 copies101- 200本 □ 201 or more201本或以上

Contact information 聯絡資料

Name姓名 :

Position職位 :

Telephone電話 :

Name of School/Organisation學校/機構名稱 :

「在異質分組的課室裡，適異性課程可作為

躍升和發展資優生和其他學生潛能的催化劑。」

Sandra Kaplan

“Differentiated curriculum can be a catalyst to excite the potential of students who are gifted and to develop the potential of all other students in a heterogeneous classroom”

the gifted education magazine for educators - inspire issue no. 5 匯賢資訊 - 第五期

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