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    #246817 - 02/17/20 02:07 PM Re: Levels of Giftednes [Re: pinewood1]
    aeh Offline

    Registered: 04/26/14
    Posts: 3589
    I readily admit that I haven't thought these out thoroughly, but for the sake of discussion, (and with acknowledgements to many unnamed sources that I've read or heard over the years) I'll offer these ideas. Do remember that these may or may not match up to our current definitions of the classifications. Also, I'm using, for convenience, a traditional brick & mortar school as the framework, and assuming that the learners in question are not 2e:

    [edited to change the word "require"]

    G/MG/OG--can maintain appropriate instructional challenge with in-class differentiation or extension. Possibly a little bit of pull-out enrichment (e.g., five or fewer hours a week. Honors or AP-type courses at the secondary level. Pace of learning will likely involve occasional minor adjustments to instruction.

    HG--instructional appropriateness is most likely with moderate modification to pace or level of instruction, including and beyond that needed for MG, such as through curriculum compaction, SSA, early entry. Possibly dual-enrollment at some point in high school. Most substantially-separate GT programs will probably be able to meet their needs, but they may not require them. Pace of learning will likely involve moderate adjustments to instructional plan on a sporadic basis.

    EG--most likely to be successful with significant modification to pace or level of instruction, beyond that needed for HG, including options such as whole-grade acceleration (possibly multiple skips). Many substantially-separate GT programs will meet their needs, and there is a good chance that those would be among their best fits. Pace of learning will probably involve significant adjustments to instructional plan on a regular basis.

    PG--most likely to be successful with substantial modification to pace or level of instruction, beyond that needed for EG, including options well out of the standard pathway, such as radical acceleration, radical dual enrollment, or fully individualized programs. Some substantially-separate GT programs may meet their needs, but is reasonably likely that they will be insufficiently challenged in most of them. Pace of learning will entail continuous adjustments to the instructional plan.

    Or here's another, simpler description of more-or-less the same idea:

    G/MG--maintained with in-class differentiation
    HG--maintained with in-school modifications
    EG--maintained with specialized school/substantially-separate program
    PG--most successful with fully individualized educational program

    Edited by aeh (02/17/20 03:45 PM)

    #246818 - 02/17/20 02:33 PM Re: Levels of Giftednes [Re: MumOfThree]
    MumOfThree Offline

    Registered: 04/07/11
    Posts: 1595
    Loc: Australia
    AEH, how interesting, thank you for your insight.

    #246820 - 02/17/20 02:49 PM Re: Levels of Giftednes [Re: MumOfThree]
    pinewood1 Offline
    Junior Member

    Registered: 01/25/19
    Posts: 29
    This makes sense to me. Thank you!

    #246823 - 02/17/20 03:14 PM Re: Levels of Giftednes [Re: MumOfThree]
    ChasingTwo Offline

    Registered: 06/07/16
    Posts: 65
    I feel like those needs also strongly correlate with personality and other non-cognitive ability factors, so, instead of “requires,” maybe a different terminology such as “would most likely reach potential in this setting.” I realize that’s a bit clunky, though.

    #246825 - 02/17/20 03:42 PM Re: Levels of Giftednes [Re: ChasingTwo]
    aeh Offline

    Registered: 04/26/14
    Posts: 3589
    Point taken. I have edited my presentation of the levels discussion accordingly.

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