Date of Graduation


Document Type


Degree Name

Bachelor of Science Education

Degree Level



Curriculum and Instruction


Orr, Betsy

Committee Member/Reader

Deaton, Sheri


The purpose of this study was to determine what types of teaching strategies most engage gifted and talented (GT) students. This study poses the question, "How can classroom teachers engage gifted and talented students while not advancing past the abilities of non-gifted and talented students?" Two surveys were developed and administered to public school teachers and students. The teacher participants of this study were nine classroom teachers at a junior high school in the northwestern part of the state. The student participants of this study were 99 seventh and eighth graders at a junior high school in the northwest part of the state. The teacher participants were asked questions about which current methods they use to differentiate curriculum and instruction for GT learners. The student participants were asked questions to determine what type of classroom learning and environment they preferred. The teacher survey revealed that GT students are typically not receiving specialized instruction outside of their GT programs. This means that a student could potentially go all but one hour of the day without engagement, which has serious repercussions on learning and retention. In the regular classroom, there are some difficulties teaching, engaging, and assessing the growth of GT students. The student survey results indicated that most students prefer more creative and group projects and assignments and that GT students are often unintentionally alienated by their teachers and peers. A curriculum model was created to guide teachers in creating instruction that engages all students. It was implemented in five classrooms, each with positive feedback about manageability and sustainability.


curriculum, gifted and talented, curriculum model, differentiation, differentiated instruction, engagement