Gifted learners and magnet programs
CAASPP testing will begin in a couple of weeks. The results are used to assess school-wide success as well as that of individual learners. Scores can determine placement in various educational programs that offer appropriate learning opportunities.
Student score reports that say “standard not met,” indicate the need for more repetition, and may qualify students for special services. Students scoring “standard exceeded” require less repetition and do best when offered acceleration and enrichment opportunities. Differentiated instruction for gifted students is available for elementary Porterville Unified School District students in the GATE Magnet program at Westfield School.
The amount of repetition needed to master new material often depends on ability level. Placing a gifted child in a regular classroom can put a ceiling on their intellectual advancement in the same way as placing an average child in a special ed classroom. Publishing companies design textbooks for average children. The number of problems on the page helps the average child succeed. Gifted students need less repetition or boredom and off task activities can ensue. While gifted students tend to cope well, the goal is to maximize every child’s potential in an appropriate environment.
Typically districts identify and serve the top 5 percent of the student population in their gifted programs. Gifted students have distinctive characteristics that set them apart from the average learner and require a differentiated instructional approach.
Parents of gifted children often know their child has advanced abilities before the school does. While most kindergartners learn letters and sounds, over half of gifted children enter school already knowing how to read. Basic skill acquisition happens more quickly for them than their peers. They are often avid readers with large vocabularies who work independently above grade level.
Gifted youngsters are highly inquisitive and tend to exhibit an intrinsic motivation to learn. They willingly entertain complexity and seem to thrive on problem solving. As fluent and flexible thinkers, they’re able to generate numerous alternative approaches to problems. As original and elaborate thinkers, they not only embellish on basic ideas, but produce new ones. They often have an inner drive to teach themselves and have long attention spans. Many gifted kids excel at abstract thinking and have a great memory for complex concepts.
Like a muscle, intelligence needs to be exercised to develop properly. Since gifted children acquire knowledge more easily than their average classmates GATE (Gifted And Talented Education) programs are charged with delivering differentiated curriculum that better meets their specific needs for more advanced work sooner.
Gifted learners can become underachievers if not challenged from an early age. One study showed that 40 percent of the top 5 percent of high school graduates failed to finish college. They dropped out of a boring system that didn’t meet their needs.
Dr. Sally Reis, a researcher at the University of Connecticut, studied factors affecting successful gifted adults versus their underachieving peers. Three main factors were found that increased success as adults: a caring advocate who mentors them over hurdles, curriculum requiring effort and classes with intellectual peers.
Magnet programs provide intellectually challenging educational opportunities for bright students that help maximize their potential requiring development study habits younger. When school is too easy, it doesn’t prepare them for the rigor of college curriculum. Having peers their own age that challenged them intellectually, yet nurtured them emotionally, is another influential factor for later success of gifted students.
Our brightest learners deserve to have a differentiated curriculum that meets their need for acceleration and enrichment so that they can become productive thinkers from an early age. GATE magnet programs are designed to foster the gifts of students at the upper end of the intellectual spectrum.
Exposure to problem-solving skills helps them delve deeper into complex content that extends the learning. Challenging content that requires applying critical thinking skills effectively to construct unique and creative products is a must.
Children who display many of the gifted characteristics may well benefit from a GATE program and should request testing for placement there. Advanced classes at middle school and high school help to continue the challenge. Kristi Mccracken, author of two children’s books and a long time teacher in the South Valley, can be reached at educationallyspeaking@gmail.com.