The Integrated Curriculum Model (ICM) was developed specifically for high-capability learners by Joyce Van Tassel-Baska. The ICM was created off of characteristics commonly exhibited by gifted learners. Those characteristics are precocity, intensity, and complexity. The model emphasizes advanced content knowledge through the focus of processing, higher order thinking skills, and critical thinking skills. The ICM identifies three dimensions - concepts, advanced content, and process-product. These dimensions drive the creation of units for students and center learning experiences around major ideas, understandings, and themes. This targeted focus lends itself to have gifted learners become exposed to advanced ideas and real-world applications. Over a decade of extensive research in dozens of classrooms with thousands of learners has proven the ICM is highly effective.
Components of the Integrated Curriculum Model:
Concepts: Concepts provide pathways between multiple disciplines so that separate areas of acquired knowledge can be understood and developed, allowing connections to be made. For example, a learner may study how patterns appear in nature during science class, how patterns are present in equations during math class, and how patterns have repeated themselves throughout history in social studies class. The over-arching concept in each subject area is patterns.
Advanced Content: Content is taught in a regular classroom, but advanced content is a higher, accelerated curriculum that many gifted learners require. Advanced content is above grade level and beyond what is expected of that particular age group. It promotes higher-order thinking and processing skills. Critical thinking skills are also enhanced through advanced content.
Process-Product: This dimension promotes in-depth, independent learning by focusing on higher-order thinking and processing skills. Gifted students need to be proficient in problem-solving strategies across all disciplines and advanced content increases the potential for student learning and application of their skills. Navigating through a unit to create a product or further strengthen concepts and essential understandings is a main focus.
Components of the Integrated Curriculum Model:
Concepts: Concepts provide pathways between multiple disciplines so that separate areas of acquired knowledge can be understood and developed, allowing connections to be made. For example, a learner may study how patterns appear in nature during science class, how patterns are present in equations during math class, and how patterns have repeated themselves throughout history in social studies class. The over-arching concept in each subject area is patterns.
Advanced Content: Content is taught in a regular classroom, but advanced content is a higher, accelerated curriculum that many gifted learners require. Advanced content is above grade level and beyond what is expected of that particular age group. It promotes higher-order thinking and processing skills. Critical thinking skills are also enhanced through advanced content.
Process-Product: This dimension promotes in-depth, independent learning by focusing on higher-order thinking and processing skills. Gifted students need to be proficient in problem-solving strategies across all disciplines and advanced content increases the potential for student learning and application of their skills. Navigating through a unit to create a product or further strengthen concepts and essential understandings is a main focus.
Strengths of using the Integrated Curriculum Model with gifted learners:
1. Easily adapted to meet the needs of advanced learners.
2. Targets the characteristics of precocity, intensity, and complexity.
3. Taps into critical thinking, problem solving, and advanced processing skills that many gifted learners thrive with.
4. Allows for understanding of major ideas and essential understandings across multiple disciplines at once.
5. Higher level skill requirements would appeal to gifted students.
6. Inquiry, one of the most powerful strategies proven to work for gifted learners, is a focus of the ICM.
7. Exposure to advanced concepts and themes provides for differentiation on an individual basis.
8. Projects a "climate of excellence" that engages gifted learners and pushes them to excel and succeed.
Resources Used:
Van Tassel-Baska, J. (July, 2008). What Works in Curriculum for the Gifted (p. 1-20). Asia Pacific Conference on the Gifted: Keynote Address.
Links to further research and information about the ICM:
College of William & Mary - School of Education 'Curriculum' page about the Integrated Curriculum Model
College of William & Mary - School of Education 'Curriculum Materials' page for the Integrated Curriculum Model
1. Easily adapted to meet the needs of advanced learners.
2. Targets the characteristics of precocity, intensity, and complexity.
3. Taps into critical thinking, problem solving, and advanced processing skills that many gifted learners thrive with.
4. Allows for understanding of major ideas and essential understandings across multiple disciplines at once.
5. Higher level skill requirements would appeal to gifted students.
6. Inquiry, one of the most powerful strategies proven to work for gifted learners, is a focus of the ICM.
7. Exposure to advanced concepts and themes provides for differentiation on an individual basis.
8. Projects a "climate of excellence" that engages gifted learners and pushes them to excel and succeed.
Resources Used:
Van Tassel-Baska, J. (July, 2008). What Works in Curriculum for the Gifted (p. 1-20). Asia Pacific Conference on the Gifted: Keynote Address.
Links to further research and information about the ICM:
College of William & Mary - School of Education 'Curriculum' page about the Integrated Curriculum Model
College of William & Mary - School of Education 'Curriculum Materials' page for the Integrated Curriculum Model