Parallel Session Proceedings »
3.3.12 Individualized Academic Pathways in U.S. and International Schools: Rethinking Pace, Progression, Personalization, Programming and Purpose
Schools have traditionally addressed the needs of their identified gifted and highly able students by adjusting models that fit within the established structure of their existing programs and schedules. Pullout groups, special classes, challenge material within classrooms, extra work in addition to the subject curriculum and the like, are all ways in which the majority of schools serve this population. This workshop session explores the idea that the needs of the gifted and highly able demand a completely different schema and a rethinking of previously accepted ways of addressing their needs. Do all students need to take 4 years of high school English? Does mastery of a subject in grade 6 necessitate x number of seat hours? What does true curriculum compacting look like for a student who has no interest in science but a high level of competence in it? Using the Pathways Principle, the workshop will discuss ways in which traditional educational models may be artificially impairing gifted and highly able students’ ability to grow, learn and succeed. In addition, participants will reflect on ways to develop talents and “gifts,” and identify the unmet academic and social-emotional needs of their highly able and gifted students.