Differentiation Strategies for Exceptionally Bright Children

Running head: ANNOTATED BIBLIOGRAPHY 1
Annotated Bibliography
Name
Institution

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Annotated Bibliography
Gadzikowski, A. (2013). Differentiation strategies for exceptionally bright children. YC Young
Children, 68(2), 8.
This article presents a report on the research that the author conducted on the application
of differentiation strategy in the teaching talented learners. In a typical classroom, there are
learners each of which has different strengths, capabilities, and weaknesses. The classroom
should, however, be accommodative both to the slow learners and fast learners who have extra-
ordinary competencies. That is why it should be the responsibility of the instructor to
differentiate each learner.
The purpose of the article was to study about the application of differentiation strategy in
the teaching and learning process. The researcher used a case study to help in the collection of
data. It has been particularly challenging to teach the exceptionally bright learners who are
presumed to be having extra-ordinary talent. Meaning, their rate of understanding and the
mastery of content is higher than the ordinary learners. The author established that the
differentiation strategy can be effective in the teaching of such learners. According to the
research, differentiation can facilitate the learning of exceptionally bright learners because it
advocates for the modification of the projects, content, materials, instructions, and the
assessment. Such modifications are appropriate because it gives the instructor an opportunity to
address the unique needs of the talented learners. The research concludes that through
differentiation, the instructor can manage to appeal to the learners and create a favorable learning
environment that is accommodative to them. The findings of this study are appropriate for the
instructors, parents, curriculum developers, and the educational policy-makers.

ANNOTATED BIBLIOGRAPHY 3
The article is suitable for the research topic. It provides exhaustive research-based
information on the teaching of the exceptionally-bright learners. This is an issue that has not
been explored by many researchers. However, it should be adequately-explored because it is an
important concept. The pre-K instructors should be knowledgeable experts who have a deeper
understanding on how to teach all sorts of learners including the highly-talented ones. The
findings of this research should be adopted in the classrooms because many instructors have been
finding it quite challenging to identify and address the needs of the exceptionally bright learners.
All the instructors should know about differentiation because it is a useful teaching and learning
approach.
The major strength of the research is that it used teachers as a case study. For the data to
be generated, the research had to use Claire and Beth. These are professional teachers who have
an expansive experience in the teaching of pre-K learners. The use of school teachers means that
the research is credible and authoritative. However, despite all these, the research had some
weaknesses. Notably, it involved the use of a small sample size. The use of only two teachers as
a case study means that the study is quite narrow. Meaning, its findings cannot be generalized to
different contexts. The small sample size makes the study to be unreliable and less valid as it
ought to. This notwithstanding, the article still remains a resourceful reference material for the
research topic.
Burn, M. V., Lewis, A. L. (2016). How the project approach challenges young children. Gifted
child today. (39)3.
The article presents a research that the authors conducted the application of project
approach in the teaching of learners. Project approach is a teaching strategy in which the