William and Mary Centre for Gifted Education Research Model, the Parallel Curriculum Model, and the Integrated Curriculum Model are advanced, progressive curriculum models, which contribute to a constant improvement of the training process, engaging students in learning and encouraging them for more information and more effectively. In this respect, principles and components of these models are extremely important for the overall success of the training process. At this point, it's important to place emphasis on the actual fact that William and Mary Center for Gifted Education Research Model makes an attempt to apply a combo of the Parallel Curriculum Model and the Integrated Curriculum Model.
On analyzing, the three models, you'll be able to distinguish some common ideas and components. First of all, the three curriculum models give attention to the self-development of students, which is extremely important today, when students are overwhelmed with a huge amount of information plus they need to process information to obtain knowledge and generate new ones. What is meant here is the fact that modern students cannot count on their educators solely. Instead, they need to focus on self-development and this is just what the three curriculum models are worried with. Students obtain a lot of information from the outside world plus they need to be in a position to process the info to accumulate knowledge and create new knowledge on the floor of bought one and their own experience. Because of this, students, prove to come prepared to the life in the present day population, where information guidelines.
Furthermore, all three models concentrate on the development of engaging curriculum. Based on the three models, the primary reason for the curriculum isn't just to help students to acquire new knowledge, develop new skills and capabilities, but also to be employed in the learning process. The latter means that students should be enthusiastic about the training process and the three models focus on the proposal of students just because a profound, sincere interest of students to the training process increases the success of learning constantly.
In this regard, the high desire of students is another fundamental process the three models follow purely. The three models attempt to reach the high level of drive through non-material encouragement of students. They give attention to the revelation of good perspectives of personal and professional development for students. In addition, these models provide students with a confident feedback using their company educators for any successes students reach throughout their learning.
At the same time, William and Mary Center for Gifted Education Research Model and the Integrated Curriculum Model give attention to the utilization of the multidisciplinary methodology, whereas the Parallel Curriculum Model will the intradisciplinary methodology. The multidisciplinary way causes the close discussion between different disciplines. In practice, this means that students have to utilize their knowledge, skills, abilities and experience from different disciplines throughout learning. For instance, while performing an activity on history, they could need to utilize their understanding of geography, words, mathematics, and other disciplines. The Parallel Curriculum Model tends to use the intradiscipline procedure, which focuses on specific disciplines and helps students to expand their knowledge to concentrate on specific field, which are particularly interesting to them preserving the correlation to other disciplines.
Furthermore, William and Mary Center for Gifted Education Research Model and the Integrative Curriculum Model, in ways, focus on the use of art in the learning process. In this respect, William and Mary Middle for Gifted Education Research Model is particularly concerned with the use of art. The usage of art is tightly intertwined with the aesthetic development of students, which is another matter of William and Mary Center for Gifted Education Research Model and Integrated Curriculum Model. In this esteem, it is worth mentioning the fact that art work and aesthetic development of students are really important in the modern culture because students stay in the highly materialistic world. The rising consumerism leaves little room for the aesthetic education and fine art in the life of students. In that situation, education should offer students an possibility to learn and to understand art, to build up the non-material, aesthetic side of the personality. The use of art is particularly useful for possibly gifted students. Therefore, William and Mary Centre for Gifted Education Research Model uses art work to reveal gifts of students also to help them to understand their full potential.
Finally, all the three models use humanistic principles, which can be also very important in the present day, consumerist society. In such a way, the three models try to give back students to important, humanistic guidelines, which lay the foundation to the modern american civilization. These humanistic rules are closely intertwined with democratic norms and principles, which are key for the modern society.
NEEDS ADDRESSED
The three models pay a great deal of focus on the introduction of critical and creative thinking. As the matter of truth, critical and creative thinking is vital for the extensive students' personal development. Students get a great deal of information from the encompassing world but they have to judge the info critically to accumulate knowledge also to avoid fallacies, that they can fall season in without critical thinking. At the same time, creative thinking, which is particularly very important to William and Mary Centre for Gifted Education Research Model contributes to the wide-ranging development of students' beliefs, beliefs, norms and criteria. In addition, creative thinking helps students to develop skills of effective problem solving. Actually, William and Mary Middle for Gifted Education Research Model induces creative students to realize their full probable since it is through students' creative imagination they can realize their individuality.
At once, the three models maintain the differentiation of students. What's meant here is the fact that all students have a different level of educational development, different emotional qualities and characteristics, different gifts and inclinations. Therefore, the three models tend to develop differentiated curriculum to meet needs and wants of every students. In this respect, the individual method of students is particularly effective and the three models try to find the average person approach to each student.
Furthermore, the enrichment of students is another concern of the three models, although Integrative Curriculum Model and the Parallel Curriculum Model focus on the academics development of students and stress the value of the request of knowledge and skills attained by students throughout learning, they still concentrate on the enrichment and wide-ranging development of students. Unlike the Integrative Curriculum Model and the Parallel Curriculum Model, William and Mary Center for Gifted Education Research Model concentrates not only on enrichment of functional knowledge, skills and capabilities of students, but also on the introduction of aesthetic principles and creativeness of students.
In addition, William and Mary Middle for Gifted Education Research Model targets the acceleration of students' development to help them to realize their abilities. In this respect, the Integrative Curriculum Model and the Parallel Curriculum Model avoid high acceleration of students' development because such acceleration affects consistently the non-public development of students. Usually the accelerated development may become an unbearable burden for students, they become too worried about their learning plus they face issues with their socialization due to lack of leisure time.
In addition, the three models give attention to social and mental needs of gifted and talented learners. The three models view communal and emotional development as an important element of education. Students need to undergo the process of socialization and develop the balanced, harmonious personality.
The three models concentrate on desire of students. They encourage students to learning and increase their interest to learning. In this respect, questioning is an important part of educational process because the three models stand on the floor that students should always question (VanTassel-Baska & Dark brown, 2000). Through questioning, they learn how to find and acquire knew knowledge independently of educators.
Finally, the three models give attention to the utilization of technology in the process of education. Today, technology affects all spheres of real human life. Therefore, students should come ready to learn using new technology and develop new skills and skills. In this regard, education helps students to make use of technology in their everyday activity.
ADVATNAGES AND DISADVANTAGES
Obviously, each of the three models has its own benefits and drawbacks. On analyzing advantages of each model, it will probably be worth mentioning the fact that William and Mary Middle for Gifted Education Research Model targets the development of abilities of students. This model pays a lot of focus on the development of creativity of students. In addition, the model contributes to the creative development of students and the formation of their aesthetic preferences, worth, norms and specifications. The Integrative Curriculum Model targets the utilization of multidisciplinary way and plays a part in the close integration of all disciplines (Avery & VanTassel-Baska, 2001). For the Parallel Curriculum Model, this model allows students to focus on the precise field they want in.
On the other side, each model has its disadvantages. William and Mary Center for Gifted Education Research Model will overestimate the aesthetic development of students and specific approach to each student, whereas the Parallel Curriculum Model focuses on the practical areas of the development, underestimating the significance of creative and aesthetic development of students. The Integrative Curriculum Model does not always allow students to focus on the small, specific field, which may be ideal for their future professional development.
BEST MODEL
On contrasting the three models, you'll be able to differentiate William and Mary Center for Gifted Education Research Model as the best model. Obviously, William and Mary Centre for Gifted Education Research Model provides students with ample opportunities to realize their full probable. At exactly the same time, educators can form an individual approach to each pupil and develop their ingenuity. In such a way, teachers can identify gifted students and develop their abilities. Today, the creative development of students is vital because the highly technical population and information age group raise the demand on creative experts. In addition, William and Mary Centre for Gifted Education Research Model helps to the non-public development of students. As a result, this model plays a part in the broad development of students, shapes their values, views, norms and requirements. In fact, this model prepares students to the adult life and allows those to find their own way in the professional development and in their personal life. Each college student should be capable to realize his / her unique inclinations and capacities.
