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From: Greg
Date: 06 Feb 2006
Time: 19:37:41 -0600
Remote Name: 71.197.47.204
I really understand the concern that special projects are sometimes quickly pulled together just so that it can be said we have addressed G/T needs. Sometimes it is last minute,sometimes it isn't. I agree that G/T instruction should occur more naturally and seamlessly within regular instruction. Last year, even with extra emphasis on testing and performance standards, I was able to pull together a group for a novel study during the time a lot of remedial instruction was occuring. I felt I kind of "snuck it in", but I was glad I did. It was not hard at all to create different rubrics (i.e., expectations) for the G/T students. It was one of those rare times that all the emphasis on testing and performance actually created an opportunity for enrichment. All students benefited, not just the G/T students. Isn't this what we want to do with so-called G/T instruction? Otherwise, we should just have G/T pull-outs, like it was Special Ed.. We can find opportunities if we look hard enough. However, many times we are so pressured by performance standards that we either are hard pressed to find the time or we are too tired to give the G/T kids our best. We have to find a way to give G/T students the "extra" they need in the same manner that we give struggling students.