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    How many kids are in each grade and how many teachers per grade? How many gifted kids are there per grade?

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    Looks like this thread is really old, which I didn't notice before. I wonder how it turned out.

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    sbclendenen (Member #5662)
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    The OP never even returned to see the responses.

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    When I made my first post on this site, it didn't appear right away so I assumed it wasn't working. I think it took several days for my post to show up. Could have been what happened. She didn't see her post so gave up.

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    First posts are moderator approved I believe.

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    I've sent them a PM to let them know their thread finally got replied to.

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    Instead of a new model, how about a 'retro' model where tracking is implemented, standards are academically rigorous and grades mean something?


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    Originally Posted by madeinuk
    Instead of a new model, how about a 'retro' model where tracking is implemented, standards are academically rigorous and grades mean something?

    Because that wouldn't be inclusive.

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    Quote
    It seems that these students are being literally held back from advancing in knowledge while teachers discuss broadening the scope or going deeper into the subject at the same grade level.
    Yes, for some topics, a student may wish to move on to higher material. When denied the opportunity and sidelined to broader pursuits to mark time until the rest of the class catches up, these students are being held back from advancing and that is consistent with the "landings" shown in the 3-minute common core video "What Parents Should Know".

    On the other hand, for some topics, some students may wish to go deeper into details which may typically be covered with students several years/grades older. (Going "deeper" at the same grade level may be seen as filler, busy work, treading water, marking time, or waiting on a landing.)

    Both strategies (moving ahead and going into a topic more deeply/broadly) can be used for the time gained by curriculum compacting, a form of acceleration. Either strategy may be the right "fit" for a particular student, depending upon the circumstances. This Davidson article lists 18 types of acceleration: http://www.davidsongifted.org/db/Articles_id_10313.aspx.
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    8. Curriculum Compacting:
    The student's instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities.

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    Other threads which may be of interest in designing a new elementary gifted model include: What should everyone know about gifted education?, and List of tips to schools to help gifted students.





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