1. A significant point is state and federal governments don’t mandate gifted programs and that learners who are gifted aren’t guaranteed advanced instruction or special classes. I’m not sure if I want the government to dictate what I teach, since it varies on a student by student basis, but it would be nice to have some direction in identifying students. This would especially help those students who move-in from a different school district.
2. An interesting idea is LoS approach. I like the tier approach to this and the questions that go along with each tier. I think schools already do much of tiers 1 and 2, however it would be interesting to speak with school personnel who are following this approach.
3. Two key factors to remember are enrichment and acceleration. I think too often teachers confuse the two. Enrichment is the modification primarily used for gifted students. It is adding disciplines or areas of learning not found in the regular curriculum, using more advanced or in depth materials to enhance core curriculums, or expanding teaching strategies used to present instruction. Acceleration is students skipping grades or moving through the curriculum at a quicker pace.
4. Something confusing is the frequency that acceleration is used. Why isn’t it a more common practice? Studies show gifted students who are accelerated are more likely to attend highly selective colleges than gifted students who aren’t; and accelerated students do as well or better than the older students in their classes.
5. A negative point is grade skipping. While I am not against grade skipping, I often wonder if students who graduate from high school at a significantly younger age than their graduating peers are emotionally and socially ready to enter college. Also, what is the job market like for students who graduate college early and are students emotionally and socially ready to enter the workforce at a younger age?
6. Three words to remember moderate, highly, profoundly. Moderately gifted learners are found most often in our schools. These students work well in classroom settings, provided the teacher differentiates curriculum and individualizes instruction. Gifted resource rooms supplement and strengthen this type of program. This is the model that is seen in most schools. Highly and profoundly gifted students are less common and require more acceleration and advanced materials. The needs of these students is best met through resource classes, acceleration, or advanced placement classes.
7. I can relate to Van Tassel-Baska’s statement that “there is a wide variety of ways that educators can assist in the talent development process of advanced learners” and that every school needs to have provisions in place that take responsibility for and ensure that gifted students are receiving the education they need. I think too often gifted students are grouped together without their individual needs taken in to account.