October 21st, 2012

Education Models for Delivering Advanced Learning

How have education models for teaching students in need of advanced learning changed over the last three decades? Two education experts offer insight and data. They are: Joyce VanTassel-Baska, EdD, the Jody and Layton Smith Professor of Education and executive director of the Center for Gifted Education at the College of William and Mary, where she has developed a graduate program and a research and development center in gifted education, and Sally Reis, PhD, professor and head of the Educational Psychology Department at the University of Connecticut, where she also serves as principal investigator of the National Research Center on the Gifted and Talented.

Here’s an excerpt from the article, titled “Program Delivery Models for the Gifted“, and posted on the Duke University Talent Identification Program website:

DGL: Is an appropriate delivery model or grouping enough to meet my child’s academic needs? Or are there other considerations?

VanTassel-Baska: The research suggests that cluster, pull-out, and full-time grouping have important learning effects at both the elementary and the secondary levels. Gifted programs that employ acceleration (increased pace) more than enrichment (depth and breadth) have more important learning effects at both levels. Differentiation, the process of adapting instruction to the needs and abilities of students, is key to enhanced learning within a grouping model.

Reis: How academically gifted students are grouped and organized and what curriculum and instructional opportunities are offered to them in these groupings are critical. For example, having a separate class for mathematically talented students would mean little unless advanced curriculum and differentiated instruction were offered to the class.

The full article is here.

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