Which strategy is likely to be effective when differentiating the curriculum for gifted students?

Developing assessments that require higher-level thinking is an effective strategy for differentiating the curriculum for gifted students. Gifted learners often possess advanced cognitive abilities and can benefit from challenges that stimulate their critical thinking and problem-solving skills. By creating assessments that require analysis, synthesis, and evaluation, educators can provide these students opportunities to engage at a deeper level with the material. This approach not only allows gifted learners to demonstrate their knowledge but also encourages them to think creatively and critically, fostering their intellectual growth.

In contrast, organizing students by grade level does not account for individual differences in ability and may not meet the needs of gifted students who require more advanced material. Having all students work at the same pace limits the opportunities for gifted learners to explore concepts at a depth that matches their capabilities. Using the same tests for all students fails to recognize the diverse learning needs and proficiencies present in a classroom, which can lead to disengagement among gifted students. Thus, the focus on higher-level thinking assessments is crucial for adequately challenging and supporting gifted learners.