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A teacher’s guide to developing expertise through Ascending Intellectual Demand

El-Abd, Maria; (2019) A teacher’s guide to developing expertise through Ascending Intellectual Demand. Gifted Education International , 35 (3) pp. 259-274. 10.1177/0261429418824106. Green open access

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Abstract

How can teachers adapt the curriculum to help advanced learners attain expertise? An abundance of research exists on the topic of expertise, exploring the traits students exhibit as they progress from the initial stages of novice-like uncertainty to the more confident stages of expertise. However, fewer researchers have demonstrated how teachers can use the curriculum to propel students along this continuum toward expertise. The purpose of the present article is to integrate conclusions of prior publications with an existing and effective model of curriculum, the Parallel Curriculum Model. The resulting guide is intended to accompany the ascending intellectual demand (AID) component of PCM and provide a proposal for a systematic way to consider and assess expertise, as well as guidance for using curriculum to help challenge advanced learners to perform at expert levels.

Type: Article
Title: A teacher’s guide to developing expertise through Ascending Intellectual Demand
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/0261429418824106
Publisher version: ttps://doi.org/10.1177/0261429418824106
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Ascending intellectual demand, parallel curriculum model, expertise
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10151316
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