Based upon your observations and experiences, describe the impact of acceleration, enrichment, grouping, and advisement on the achievement of gifted students. (GEPO-K5, GEPO-S3, GEPO-D2, GEPO-D7, GEPO-D8)
Before this class, I was not aware of the many opportunities afforded to students in the gifted program, especially as it applies to enrichment. I had the opportunity to help volunteer and read for the FCS Academic Bowl, be a sponsor of Jr. Beta as well as be the reader and judge of my schools Geography Bee. These opportunities provided me concrete examples of how these events can create camaraderie and allow them to have a real world opportunity to showcase their talents. There can be a stigma attached to being a “TAG” student and sometimes opportunities, such as these, allow for gifted students to be around their peers in a safe environment that helps to take some of that stigma away.
Currently, acceleration is a “touchy topic” in regards to Language Arts and Math at my school. Acceleration allows recommended students to skip their grade level curriculum and move on to the next. While this would allow students to work at the level that best meets their needs, it also has a loophole, which is causing it to be a “touchy topic.” The loophole is that parents can waive students into accelerated courses even if they do not qualify. This can have negative consequences for both the student and the teacher and students may struggle because they are missing concepts and the teacher may be required to provide extra support to students who are missing vital information.
During my observation of Crabapple Crossing Elementary gifted students, I noticed they are grouped quite differently than they are in the middle school setting. They use a pull out model in which 5th graders visit their TAG class day a week. During that day, they are immersed in a small group of gifted students and are able to go in depth and focus on projects. They are surrounded by other gifted students and are given lots of one on one attention. This model is very different to what students experience at the middle school level, in which students are assigned TAG based on subject and attend a TAG class every day, all year.
Through my observations and experiences, I have noticed the impact that acceleration, enrichment, grouping and advisement have on gifted students. I have a much wider knowledge of the opportunities available to gifted students and I am more able to recommend them to my gifted students.
Before this class, I was not aware of the many opportunities afforded to students in the gifted program, especially as it applies to enrichment. I had the opportunity to help volunteer and read for the FCS Academic Bowl, be a sponsor of Jr. Beta as well as be the reader and judge of my schools Geography Bee. These opportunities provided me concrete examples of how these events can create camaraderie and allow them to have a real world opportunity to showcase their talents. There can be a stigma attached to being a “TAG” student and sometimes opportunities, such as these, allow for gifted students to be around their peers in a safe environment that helps to take some of that stigma away.
Currently, acceleration is a “touchy topic” in regards to Language Arts and Math at my school. Acceleration allows recommended students to skip their grade level curriculum and move on to the next. While this would allow students to work at the level that best meets their needs, it also has a loophole, which is causing it to be a “touchy topic.” The loophole is that parents can waive students into accelerated courses even if they do not qualify. This can have negative consequences for both the student and the teacher and students may struggle because they are missing concepts and the teacher may be required to provide extra support to students who are missing vital information.
During my observation of Crabapple Crossing Elementary gifted students, I noticed they are grouped quite differently than they are in the middle school setting. They use a pull out model in which 5th graders visit their TAG class day a week. During that day, they are immersed in a small group of gifted students and are able to go in depth and focus on projects. They are surrounded by other gifted students and are given lots of one on one attention. This model is very different to what students experience at the middle school level, in which students are assigned TAG based on subject and attend a TAG class every day, all year.
Through my observations and experiences, I have noticed the impact that acceleration, enrichment, grouping and advisement have on gifted students. I have a much wider knowledge of the opportunities available to gifted students and I am more able to recommend them to my gifted students.