Designing and validate of Differentiation curriculum pattern among gifted students of Esfahan

The purpose of this study was designing and validate Differentiation curriculum pattern for gifted students in Isfahan city. In the designing section mix method and in the validate section Delphi method are applied. The population in the design section includes all gifted student students in the second secondary schools of Esfahan and in the validate of Differentiation curriculum pattern section includes specialists and gifted students teachers. The sampling method in the design section were typical sampling and random sampling and in the validate section was snowball method. To collect data in the design section, semi-structured interview and a researcher-made questionnaire were used and in the validate section a researcher-made questionnaire was used. Validity and reliability of data are verified by checking members, content validity, construct validity, and Cronbach's alpha. Result indicate contents should follow some principles like having practical activities, up-to-date technical contents, the presence of the supplementary textbooks, reasoning with structural logic for the discussions, considering teens' challenges, needs and interests. Process should follow some principles like applying method, active learning, special method for each lesson and moral and personality dimensions of teacher. Product should follow some principles like summative test-taking, practical assessment, project-based assessment, creativity-focused emphasis, technical principles of test development, and intensive-learning attentiveness. Evaluating these factors among the students quantitatively demonstrated that each of the extracted factors enjoyed a higher mean than the average except for the summative tests. In the validate of Differentiation curriculum pattern experts confirmed validity of curriculum pattern with omit special method for each lesson and add creativity, independent study, multidimensional evaluation and self-evaluation