Acceleration: There are two types of acceleration. The first
type is grade skipping or double promotion; the second type allows the
student to complete the normal amount of work in less than the normal
amount of time within a school year (see curriculum compacting).
Acceleration is most effective in subjects that are linear-sequential in
content and which build on previous skills and knowledge. Consideration
should be given to the social implications of grade skipping.
Ability Grouping: An instructional strategy whereby students
of similar ability are placed together in a setting that offers
curriculum and instruction geared to the abilities of the individuals
comprising the group.
Being out of sync with what is developmentally expected behavior for a
particular age group.
A classification of thinking organized by level of complexity.
Knowledge, comprehension, application, analysis, synthesis, and
evaluation are the six levels. Knowledge is the lowest level of
A group of five to ten gifted students, usually those in the top five
percent of the grade level population, who are clustered together in the classroom with a teacher, who has had training in how
to teach exceptionally capable learners. Other students in the class are
of mixed ability. Students might be further clustered based ability in
specific subjects or areas of strong interest.
Critical Thinking: A persistent effort to examine evidence
that supports any belief, solution, or conclusion prior to its
acceptance. The ability to think clearly, to analyze, and to reason
Cross Grade Instruction: The student enrolled at a lower grade
level receives instruction in certain subjects in a higher grade level
classroom that is appropriate to the student's ability.
Curriculum Compacting: Reducing the amount of time spent on
grade level work in a particular subject or topic because the material
is already known or can be learned at a more rapid pace.
Differentiated Instruction: A flexible approach to teaching in
which the teacher plans and carries out varied approaches to content,
process, and product in anticipation of and in response to student
differences in readiness, interests, and learning needs (Tomlinson,
1995, p. 10).
Triad/Revolving Door Model: A
comprehensive, flexible plan that was developed by
Joseph Renzulli. (1977; Renzulli & Smith, 1981). The model provides school-wide enrichment options integrated into the regular classroom
for all children. The enrichment triad describes
three different types of enrichment activities: a) type I
enrichment--general exploratory activities; b) type II enrichment--group
training activities; and c) type III enrichment--individual and small group investigations of
real problems. The enrichment triad model is an outgrowth of Renzulli's
Definition of Giftedness.
Readers: Children who have made substantial independent progress in reading
comprehension before entering school or who
learn to read independently soon after classroom instruction begins.
They read better than their peers and require less drill (if any) to
master each technique of the reading process.
Readiness: The background of understandings needed to
facilitate the learning of a new concept in any content areas or skill.
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