An individual recently posted on the Belin-Blank Center teachers’ listserv:
“I’m wondering if anyone identifies and provides services based on specific subjects instead of just overall scores? I am hoping to figure out how to best serve our students.”
If you’re a teacher, you can probably think of several examples. Perhaps “Luisa” shows high potential in math but not in language arts (e.g., Iowa Assessments scores in the 99th percentile in math, but in the 70th-85th percentiles in reading and vocabulary). In contrast, perhaps “Elizabeth” demonstrates strengths in language arts (reading at the 98th percentile, vocabulary 95th percentile), but not in math (math total 65th percentile).
These two students demonstrate strengths compared to other students in their respective grade levels and would likely benefit from some additional challenges during the school day. When the gifted program in a school is developed for the “all-around” gifted student, however, students like Luisa and Elizabeth might be overlooked and might not receive any differentiated services. Maybe these students don’t need all of the services provided by a traditional gifted program, but they would certainly benefit from being challenged in their strength areas.
This is when we need to start shifting our thinking from creating one gifted program that serves the “all-around gifted student” to providing services for students with strengths in specific areas. This shift in thinking helps us to be more responsive to our students’ needs and helps ensure that they are challenged in school every day.
How do we go about this? You might start by thinking of gifted education as a continuum of services or a smorgasbord of opportunities available to your students. These services might include pull-out classes in specific subjects (reading groups or math groups, for example), subject acceleration, ability grouping for part of the day, honors classes, etc. Other services that may offer appropriate challenges might include participation in contests or competitions as well as doing independent study projects.
Thinking about gifted education in this way helps us to shift our focus from “Who are the gifted students in our school?” to “Which students demonstrate talent in specific areas and how might we help develop those talents?” It’s all about trying to find the best ways to serve our students.
If you’re interested in this topic, you might enjoy reading Beyond Gifted Education: Designing and Implementing Advanced Academic Programs by Peters, Matthews, McBee, &McCoach (2014, published by Prufrock Press).
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