Educators should find out what students want included in the curriculum and then offer it to them.

Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.

Many educators believe that if students know what they are expected to learn in their classes, they will excel. Students would indeed be more likely to learn the material if they knew what they would encounter each term in advance. However, this line of thinking is flawed, as students would be better served by being taught the material as a cohesive whole and not by learning isolated segments out of context.

The ideal curriculum would be developed by those who know the unique needs of the students in their classrooms. Some teachers may have successfully taught individualized classes, but this approach is not feasible in larger classrooms, especially in public schools. In schools, the curriculum must be implemented by a team of teachers, each contributing to the overall plan. In addition, each teacher’s methods, resources, and assessments should be monitored by a credential evaluator.

The most apparent way students will benefit from a gifted curriculum is if they learn the material being taught. To accomplish this, students must receive regular assessments, which reveal what they know and where they need help. In addition, the curriculum must be designed to master each segment of the material before advancing to the next. Otherwise, students may continue to plod through assignments without grasping the concepts, and, as a result, they will lose confidence in their ability to succeed.

The best teachers know their students’ learning styles and take the time to individualize lessons. Teachers must be able to observe students’ behavior and make adjustments to their teaching style when necessary. The curriculum must also be flexible enough to accommodate students who prefer to work more independently and those who prefer group activities. In this way, each student’s strengths and needs will be met, and each will gain a solid foundation of knowledge.

Unfortunately, some teachers are unable to design a curriculum that meets all of their students’ needs. For these students, a gifted curriculum will not help, at least not immediately. Another major flaw is the tendency of some educators to cling to traditional methods, even when those methods are not effective. This tendency is prevalent in many fields, including education. For example, some teachers still teach by lecturing their students rather than encouraging learners to interact with one another and with the materials. In addition, since new teaching techniques are employed less frequently in public schools than in private ones, many teachers are reluctant to adopt them, even when these methods are likely to improve student performance.

The information provided in this statement is primarily based on the belief that students will be more likely to learn the material if they are given a curriculum in advance. However, this belief is flawed because it ignores the major benefits of a curriculum developed by a team of teachers which considers the students’ learning styles and needs. In addition, a curriculum that is successful for one group of students may not be effective for another, and teachers who insist on teaching only in a traditional manner are unlikely to adopt new teaching methods.