ABSTRACT
Whether teaching students who have been officially identified as gifted, or working with any bright students, teachers are often confronted with the dilemma of concentrating on content or process. This is especially true when the teacher has a limited amount of time to work with students. Some teachers opt for an emphasis on extending the depth or breadth of the curriculum. Others focus on activities designed to promote higher-level thinking skills, activities that in many cases may be viewed as merely fun and games with little correlation to the curriculum.
