Gifted Issues Discussion homepage Forums GT Research something to learn vs. accelloration?

Is there any reason to accelerate vs. just needing to learn something?

I have read about talented math student. If they don't get enough exposure you can keep them back from reaching their potential. I wonder if it matters when those constraints need to be lifted. Can it wait til High school?

I'm also curious about the message of redirecting an interest rather than letting a student excell. Ex. My son wanted to do more challenging vocabulary but I said why not learn programing on SCRATCH instead, it's fun.

I would like to know more about all this. I'm thinking my son could be ok to just condense his math leaving time for other things like computer programming or something else.

I am curious onthegomom, why didn't you help him learn the more challenging vocabulary? Is this something that he was asking for in terms of a school change perhaps and not under your control?

I think I know what you are asking. Why not just shelve certain areas while they explore another area they are really interested in or that they have easier access to? Is this what you mean?

Lack of school challenge is a issue that is being worked. But this was at home time example.

My DS9 has said to me if he says something to another child they will not understand that. He already adjusts his vocabulary to fit in with peers. That's not such a bad thing. He is already working on improving his vocabulary with reading above level books and a large volume of books. As soon as I made the suggestion to learn programming he jumped on it.

I have always felt he needed to learn alot. I have tried to expose him to lots of fun learning. It has recently occurred to me he could almost turn into a side show with all this fun learning. He can make over 50 different paper airplanes with out looking at a book for directions. You should see him do magic and card tricks. I have a long list...

Yes this is what I mean. When does accelloration vs. just learning something of interest become important. Maybe this is too broad of a subject to answer?

Are you thinking that, instead of having him advance beyond his peers in certain academic subjects in school, he could spend his time working on less "academic pursuits" and more on other fun-but-educational things that have less to do with school? In other words, instead of getting so much farther ahead in math, reading, and writing he could instead work on magic and paper airplane making and other non-academic interests? I think that's an interesting idea!

Onthegomom, this is the approach we are taking with DS4. I don't know if it is a good idea or not but it slows him down a little yet keeps him challenged and ready to learn.

I have tried to make home learning "non traditional school learning" time. We would not refuse him something he wants to learn something. I usally follow his lead, but I have offered "more fun alternates" at times. I do want him to be a kid and have fun yet fulfill the learning desire. DH does explain Math concepts when requested. I get him library books and purposeful toys/games/activities on whatever he wants to learn.

Our school is more in favor of enrichment because they think he should learn things on a deeper level. They have development concerns with accelloration - rushing kids thru childhood. I have been of the opinion he just needs to learn something. It's not so important what the learning is about since he masters the regular stuff the first day, while peers are studying all week which gives him extra time. I question how much of his work is unneccessary repetions and too easy. I question that lack of challenge experience he is given without studying like his peers. He is able to do independent studies that are very loose and self driven. This has been helpful to give him something to be excited about at school. I would rather he didn't do stuff like balloon characters at school - that's for home. I would love it if he learned lego robotics.

I question When does it become more important to accelerate rather than enrich, if ever? Is it just a matter of following the child's lead? I really don't want to get to dramatic like I'm keeping from discovering the formula to save the world or something. I just want him to be happy. But, in Math, if a child has not been given enough opportunity they may not reach their potential, because most significant work is done in 20's. (I hope I'm remember facts correctly) I wonder if this is true in other areas. I also question effects of enhancing Math to his level to balance his day and not enhancing the rest. Wouldn't that make English and Science feel like not good subjects, despite potential for talent there too? I seem to be getting deeper into this. I think I am beginning to more understand the need for appropriate learning environment. Any thoughts?

I'm personally banking on this and we're homeschooling. I feel like we're dragging our feet a little on math in favor of letting DS pursue things like chess and programming. And in the mean time it's letting his accuracy and maturity catch up with his conceptual math understanding. It's a hard balance. I definitely have an asynchronous kid.

I also like to think if your child is generally happy, engaged, learning, and truly challenged in some areas (learning how to learn) that's a likely recipe for long term success. Regardless of what kind of learning environment you choose.

IMHO...

Neither enrichment nor acceleration is strictly speaking "wrong" (or right, for that matter). Different situations call for different solutions. I think most GT kids need some combo of acceleration and enrichment. They usually want to go deeper, wider (as in, into off-beat areas of learning), AND faster.

Since we are homeschooling, I use subjects that are somewhat off the beaten path (foreign language, computer programming, chess, etc.) to slow my son down a bit because I don't think he's going to be ready for college at a really young age. He isn't going to be fast enough to keep up, I'm afraid, but he needs depth and challenge to stay happy. "Going wide" helps him get that without my having to move him along in the standard curriculum faster than seems good for him.

Some kids ARE ready for college early, and then acceleration is a *great* solution.

I have accelerated DS8 in math because he seems to need that to get enough conceptual stimulation. But I'm hoping to use lesser-taught math topics and problem-solving (like AoPS) to "go wide," as well as "going deep," in an effort to keep from having to go really fast. There are plenty of math topics that are not taught thoroughly (or at all!) so I plan to use these to DS8's advantage.

I think brick-and-mortar schools tend to use a similar combo of deep and fast strategies, with some even going wide. I would say that I think some schools rely too much on "fun" but relatively unhelpful enrichment activities that don't really do much to serve GT kids' needs. IMHO...

If what you're looking for is challenge, I would think the combo approach is the best bet.

This is a really hard one for us. My DS6 moves through material at alarming rates. I spend half of my time convinced he's pencil whipping things, but everytime I question him on material, he knows it.

I've added lot's of width to his day, greek mythology, foreign language, programming. My big issue is that I haven't found anything yet that seems challenging. In roughly eight weeks of homeschooling, he's completed 3 levels of aleks, a full year of grammar, a full year of anatomy. Going wide doesn't seem to be helping to slow him down. If anything it seems to speed him up as there is more to fit in his day. I stagger his lessons, history one day, science the next, then find him using his free time on the computer to do the subject we didn't cover that day.

I feel like I'm chasing a run away train..........