Davidson Institute for Talent Development
Educators Guild Newsletter
Vol. 1, Issue 2
2004
This article discusses the "often overlooked" option of acceleration for gifted students allowing them to attend classes with other students who are at the same developmental level, rather than with their age-peers.
An often-overlooked option for gifted students is to allow them to attend classes with other students who are at the same developmental level, rather than with their age-peers. If a 9-year-old can demonstrate that he or she is ready to learn algebra, why should that student be forced to take fourth-grade math just because he or she is nine years old? The same goes for language arts, or science, or social studies or any other area of the curriculum.
Many well-meaning teachers worry that a student will run out of things to learn if they are given access to curriculum designated for older students. Whenever I hear this question I can't help but ask - Can a person every truly run out of things to learn?
Indeed, if we let Susie, a third-grader, learn fifth-grade math this year, then fifth-grade math isn't going to be appropriate for Susie when she gets to fifth-grade. So, during fifth-grade, Susie should have access to seventh-grade (or higher!) math - depending upon her needs. What's wrong with that? Susie is learning at a rate appropriate to her abilities and will continue to do so whether or not we "make" her do third-grade worksheets. Why not accommodate her unique learning needs with a bit of flexibility? Susie may just be the one who discovers the cure for cancer or comes up with an alternative fuel source that is more planet-friendly.
Besides - and I can only speak for myself - I don't believe ANY student should have their opportunities limited because of their aige, their race or any other factor that is beyond their control. I believe education should be about creating true learning opportunities for ALL students - including gifted students.
If you have a student who is ready for fifth-grade work, collaborate with the fifth-grade teachers. There are great tools, such as the Iowa Acceleration Scale, that can help you determine whether the student should be grade accelerated.
Another reason that many teachers are afraid to try acceleration is that they are concerned about the student's level of social maturity. Research has demonstrated time and time again that acceleration is effective for many reasons and that social maturity is rarely an issue. Several studies have shown that social age is correlated with mental age - not chronological age. So, not only is it generally in the student's best interest academically to accelerate, it is in his or her best social interest as well!
The same goes for students in high school. If a student is ready for college work, encourage them to take college courses or to consider an early college entrance program. Indeed, the student might need a bit of tutoring to get up to speed or may need some extra support initially, particularly with writing and organization. Gifted students learn quickly, however, and my experience has been that these supports generally can be removed after a reasonable adjustment period.
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Comments
Contributed by: Educator on 2/1/2005
This article touches on a subject that many educators may be aware of, but choose to ignore - Acceleration. If you have a 3rd grade student that has the ability to do 5th grade work, then that student should be given the opportunity and resources to make that happen.
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