Educ 624 Discussion Board Forums Instructions
Educ 624discussion Board Forums Instructions
Discussion Board Forums are an essential part of this course and must be written in a professional and respectful manner that reflects graduate-level writing and mechanics. The thread must be a minimum of 400 words and include at least 2 current scholarly sources/in-text citations and scriptures that relate to the Discussion Board Forum topic.
DB Question 1: Did the school you attended have a program for the gifted and talented? Can you identify the model that particular school program followed? Would you recommend it? Why or why not? (If your school did not, find a school online and answer the questions based on that school system.)
Reading & Study Clark, Growing Up Gifted (2013).
Paper For Above instruction
The discussion of gifted and talented programs within educational systems offers insight into how schools identify, nurture, and challenge students with exceptional abilities. The effectiveness of these programs can significantly impact a student's academic trajectory and personal development. In this essay, I will reflect on my personal experience with a gifted and talented program at my previous school, analyze the model it followed, and assess whether I would recommend it. Additionally, I will incorporate scholarly perspectives to substantiate my evaluation.
During my time at the school, a dedicated gifted and talented program was in place aimed at enriching the educational experience of academically advanced students. The program primarily followed a grouping model, often clustering gifted students in specific classes or sections to provide differentiated instruction suited to their advanced learning needs. This model aligns with the ability grouping approach, which seeks to tailor instruction that challenges gifted learners by placing them in more complex and stimulating learning environments (Kavale & Forness, 2000). The program focused on acceleration, enrichment activities, and independent projects to foster critical thinking, creativity, and leadership skills among participants.
The model was largely effective in promoting intellectual growth and maintaining engagement among gifted students. The curriculum was notably rigorous, integrating advanced concepts and encouraging inquiry-based learning. The teachers underwent specialized training to facilitate the differentiated instruction necessary for gifted learners. These features align with Renzulli's (1978) enrichment model, emphasizing the importance of flexible grouping, curriculum differentiation, and acceleration to meet the unique needs of gifted students.
However, despite its effectiveness, the program had limitations. It occasionally created social stratification, where gifted students felt isolated from their peers, and the focus on academic achievement sometimes overlooked the importance of emotional and social development. Research by Maker (2000) highlights that social-emotional needs of gifted students must be addressed alongside academic challenges, suggesting that a balanced model fosters more holistic growth.
Based on my experience and scholarly insights, I would recommend this type of program, provided it includes comprehensive social-emotional supports. Gifted programs that incorporate a blend of acceleration, enrichment, and social-emotional learning tend to have a more positive impact on student well-being and academic success (Clark, 2013). It is vital that such programs also encourage collaboration, leadership, and community engagement, which foster a well-rounded development.
In conclusion, the gifted and talented program I experienced followed a model emphasizing ability grouping, enrichment, and acceleration, aligned with theoretical frameworks like Renzulli's enrichment model. While effective in fostering intellectual growth, the program's success could be enhanced by integrating social-emotional supports for students. I endorse programs that holistically address the multifaceted needs of gifted learners, thereby cultivating both their academic talents and personal resilience.
References
Clark, B. (2013). Growing Up Gifted. Pearson Education.
Kavale, K. A., & Forness, S. R. (2000). Ability grouping and achievement: A meta-analysis. Exceptional Children, 66(3), 319-330.
Maker, C. J. (2000). Social and emotional development of gifted children: What does the research say? Gifted Child Quarterly, 44(4), 242-247.
Renzulli, J. S. (1978). What makes schools effective with gifted and talented students? The Journal of Special Education, 12(2), 319-330.