I agree that when a child is highly academically capable, then the first priority should be compaction/acceleration.
To clarify, this is not the
view I presented. Please accept my apology for any confusion.
In speaking of
advanced instruction which is deeper and/or faster paced, there was not a preference indicated for higher/faster over depth/challenge/complexity.
That said, not a fan of courses in which honors level consists of differentiation in more rigorous task demands, assignments, assessments (foregoing advanced material/instruction), and this is due to negative impacts upon gifted students which have been brought to my attention. YMMV.
