Grid Model

Synopsis

The Grid Model, created by Sandra Kaplan, utilizes universal themes through appropriate depth and complexity in gifted instruction. This model implements differentiation of content, product, and process of the core curriculum and academic standards. There is no prescribed way for implementing this differentiation, so teachers are given creative liberty to use classroom data to inform instruction. Characteristics of gifted learners and principles of differentiation are used to steer the differentiation.

Here is an example of a grid showing differentiation of 6th grade mathematics curriculum through content, product, and process using gifted characteristics and principles of differentiation:

What Works for Me

• The Envision Gifted website states, "Because universal themes are universal, they can be applied across content areas, and mathematics is no exception.  This approach is one way to differentiate instruction for gifted students and those who have high capacity in mathematics." 
• Differentiated enough for gifted math learners through content, process, and/or product
• Flexibility in designing instruction: this model is "not bound to any type of delivery system," (page 247)
• Model can be used across all content areas
• Characteristics of gifted learners and principles of differentiation are emphasized and foundational
• The layered curriculum and focus on theme and big picture allow for natural differentiation
• Focus on depth and complexity

What Doesn't Work for Me

• Universal themes, especially in math study, could potentially become contrived, and not necessarily authentic in meeting standards
• There is a lack of empirical research around this model's effectiveness
• The amount of planning time coupled with the flexibility of implementation could be overwhelming

Considerations

• Political: Because this model does not require additional resources beyond gifted characteristics and differentiation principles delivered through content, process, and product, school policies around implementation would not be challenging. The data used to make curricular decisions, in alignment with gifted characteristics and differentiation principles would potentially be an easy sell to parents and students as well. 
• Budgetary: There is virtually no cost for implementing this model. Teachers would need training about characteristics, principles, and curricular response, but most of the resources needed already exist within the district.
• State/District Guidelines: The Chapter 104 guidelines presented by the state of Maine could certainly be met through this model. Gifted learners would have their needs met throughout the school day with appropriate rigor and complexity. My school district's guidelines would also be met with this model. Chapter 104 addresses the need to individualize, which can be done through the Grid Model, "Gifted and talented children need to move at their own rate, regardless of chronological age or grade placement; therefore, academic subjects, including the fine arts, shall be taught to them in a manner that allows them to learn at their appropriate instructional level and at their own pace."
• Population: All students would benefit from implementation of this model. The universal themes allow for all students to have an entry point, while the differentiation ensures that all learners can learn in a way that is suitable for them.
• Time: Collecting data and making planning decisions for curriculum will take the most time in implementing this model. The individualized nature of this model requires educators to organize student level data and plan accordingly.