Principles and Components: There are three curriculum models that are used to effectively teach gifted and talented students. These models include the Integrated Curriculum Model, the William and Mary Center for Gifted Education Research Model, and the Parallel Model. The integrated curriculum model has three main dimensions: advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that is at a higher level. In English, the readings are generally two levels higher. In advanced content, diagnostic and prescriptive approaches are used to promote new learning. Teachers must continually pre-assess students before teaching content to ensure they are teaching at the appropriate level for gifted students. In the second facet of the model, it ensures that students think and process information at higher complex levels. The third dimension of the integrated curriculum model centers the learning of gifted and talented students around major questions and themes. Connecting themes and issues to real-world applications helps create a deeper understanding of the material. The research model was created at the William and Mary Center for Gifted Education. This model was created to strengthen the student's critical thinking skills. The research model presents the student with an important question and provides the opportunity to explore its content individually or in small groups. The student explores an important question through an eight-step process. The eight steps involve a series of questions that must be answered throughout the research process. The journey through this model begins with the identification of a problem or problem. Next, students should find the ...... middle of the sheet ...... l. With the current program in place, I believe the parallel program would be the most adaptable at this time. It is a model that can be designed, evaluated and revised. In my current workplace, students are at different levels. Although the themes of the Integrated Curriculum Model are close to my heart, I do not feel that it is a model that could be easily revised/modified and adapted to the different levels of my current classroom. That being said, it also allows for the flexibility to adhere to different student needs as well as their interests. I particularly like the parallel identity of my current students. Building relationships is a skill they relate to particularly well. Having opportunities throughout the year for self-exploration would greatly benefit this group. Making connections helps create deeper meaning in content.