The Price of Free for Gifted Students, Part 2: Curriculum

March 29, 2012 Filed under: Curriculum Development,Gifted And Talented,Online Classes,STEM Education IMACS Staff Writer @ 7:00 am

After school, weekend and online programs in math and computer science for gifted children who enjoy fun, academic challenges.

In our prior blog post where we discussed the importance of effective teachers for gifted students, we also made the point that such teachers should be armed with higher quality curricula better geared toward bright kids. This week, we delve more deeply into what raises the quality of curricula and renders them more suitable for bringing out the best in talented students.

Fast Forward vs. Delve Deeper

Let’s start with the obvious. Gifted students often understand new information after having it explained to them once. This is in contrast to a typical student who benefits meaningfully from review and reinforcement of new topics. There may be times when gifted children benefit from review, but they generally find repetition unutterably boring. Consequently, bright kids who are subjected to curricula that emphasize review can develop a dislike for school or, in the worst case, of learning.

Advocates of free online resources often point to online technology as a remedy in situations like this because you can skip over the boring parts of a lesson and cover more topics. But who wants to spend time and mental energy searching through a lesson to avoid the repetitive parts? More importantly for talented children, are we really aiming for quantity of topics over quality of learning as a badge of honor for the brightest among us? Gifted students’ time would be better spent gaining a deeper understanding of a subject using material that was specifically designed with their ability level and thirst for knowledge in mind.

Challenge and Failure as Preparation for Success

Online curriculum development for talented students is about more than just going faster and avoiding repetition. It’s about presenting challenging ideas along with the appropriate interactive tools to explore and understand them. It’s about asking questions that require genuine thought to answer rather than just a cursory understanding—or worse, a simple memory—of something. It’s about asking questions in such a way that, in the process of determining the answer, the student’s understanding gets deeper.

Parents and administrators should recognize that accelerating through standard curricula is not the same as studying coursework designed to challenge the gifted mind. Challenging talented students is essential for putting them on a path toward future success. These kids have the potential to solve our most intractable problems and invent products and processes not yet imagined. As anyone who has accomplished even one of these amazing feats will tell you—it’s not a sprint but a marathon fraught with many false turns. This relates to the much-quoted findings by Stanford psychologist Carol Dweck that praising intelligence undermines motivation and performance as compared with praising effort. A child who has not learned to put forth great effort in conquering ability-appropriate challenges or in developing resilience in the aftermath of failure will never reach his or her full potential.

Address Misunderstandings Immediately

For many subjects, including mathematics and computer science, ideas learned at one stage serve as the foundation for learning more complex ideas at later stages. Likewise, a misunderstanding of an earlier concept jeopardizes the understanding of future concepts that build upon it. It can be difficult to dislodge misconceptions that have had some time to settle:

Thus, any praiseworthy online education program should cause students to address a misunderstanding at the moment that they are having it. If you wait until some later time to give a student corrective feedback on their work, the moment of maximum learning has already passed. Remember that we’re talking about young students who are simultaneously learning various new ideas across multiple subjects. When a student is already focused on learning the next topic, it’s less effective to try to bring his or her mind back to an “old” idea.

How an online education program goes about detecting and addressing flaws in student understanding is critical to whether the program is really delivering on its promise to teach in the truest sense of the word. This is not a trivial exercise that can be accomplished by a system that instantly tells you whether a multiple choice selection or one-word answer is correct. Gifted kids can typically regurgitate information from memory or reflect back basic knowledge without much effort. But this doesn’t mean that they understand a topic at a depth commensurate with their ability. Any online curriculum that purports to educate yet relies on several, even many, simply structured questions as a measure of true understanding is short-changing its students, especially the bright ones.

Simply put, talented online students deserve curricula that address their unique intellectual needs along with technological tools designed to fit the particular curriculum and not the other way around. They deserve more than the same material they can get in school with improved presentation and a fast-forward button. Delivering on the promise of educating students online is possible, but it takes much more thought, planning, and investment to do than is widely accepted in the current media coverage and commentary.

Are you a gifted and talented middle or high school student? IMACS offers online courses designed just for you! Take our free aptitude test. Solve weekly IMACS logic puzzles on Facebook.


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