Entry #2-chapter 9

As described by Stanley there are 6 major was of student acceleration. Student acceleration is described as the passing of students through the education system as quickly as possible. Some ways of accelerating students is early school admissions, skipping grades, telescoping grades, advanced placement,dual enrollment in high school and college, and early college admission. Children that are intellectually at a higher mature level for their age can be enrolled in kindergarten at a younger than normal age. I believe that this is a good method to helping move along gifted children but at the same time can be a cause of stress on them. The next acceleration method is skipping grades. Personally I think that skipping grades, although there is improvement in class material and hardness level, is too hard for a students to adjust to. Children make friends and to just make them switch a level is too stressful. The next is telescoping grades. This is when a child can cover , for example, a 4 year program in 3 years. This is an advanced group and I think this is a good acceleration as long as the child can handle it. Next is advanced placement which is just courses for college credits while still in high school. Next is dual enrollment in high school and college which is when a student is enrolled in college while finishing high school as well. And lastly another student acceleration is early college admission. This is when an extraordinary advanced student may enter college as young as 13 years of age. That amazes me that someone as young as 13 years old can enter college!
The concept of twice exceptional is describing children with special needs who have gifts and talents. Just because a child does not have the ability to hear, walk, or see does not mean that they do not have intellectual gifts. Most students with special needs can be looked over and not given a second glance, but in alot of cases they are twice exceptional and have other gifts!
Not all students are alike. Differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas in their own ways.


Answers to Comments:
I would say that high intelligence is not the same as maturity. High intelligence is different than maturity because even though someone may have high smarts they can still be immature. Meaning, people mature at all different levels but that does not mean that in some way they are less smart. MATURITY VS. INTELLIGENCE
It is compelling to keep learners with age appropriate peers because of their maturity level. Being with students of the same age helps children adapt to their environment and feel accepted in their environment. Although this is true I think it is best to advance let learners move on regardless of age when they are not being challenged anymore. When a student is very visibly not active in his or her school work merely because it is too easy they could pull away and actually withdraw from their peers because nothing is stimulating them. People that should be involved in making these decisions would mostly be parents and the students immediate teachers and aids. Parents are number one but need a lot of guidance with determining whether or not their child is ready to be advanced.
Students with talents and gifts thrive on differentiated instruction because they learn in many different ways GOOGLE<-CLICK. The photography assignment in class was an excellent way to show us how to get students out of their seats and show us different ways to adapt teaching for students who learn in different ways.