Myth 8: The "Patch-On" Approach to Programming Is Effective

Autor/in	Tomlinson, Carol Ann
Titel	Myth 8: The "Patch-On" Approach to Programming Is Effective
Quelle	In: Gifted Child Quarterly, 53 (2009) 4, S.254-256 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986209346931
Schlagwörter	Academically Gifted; Program Content; Teaching Methods; Program Effectiveness; Student Needs; Special Needs Students; Program Development; Talent Identification; Teacher Role + Suchen Sie Ihr Suchwort? Programmgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Programmplanung; Begabtenanalyse; Talentsuche; Lehrerrolle
Abstract	It is not likely that any group of educators of the gifted ever sat around a table and came to the decision that a "patch-on" approach to programming for bright learners represented best practice. Nonetheless, it is as common today as 25 years ago that programming for students identified as gifted often represents such an approach. Patch-on approaches to programming for gifted learners result in some of the following: (1) The program is not really a program; (2) The program is largely or completely detached from regular classroom goals; (3) There is a mismatch between who is taught, what is taught, and how it is taught; (4) Communications are weak or lacking between the program for gifted learners and other elements of the general school program; (5) Program content resembles a patchwork quilt; (6) Program content changes with the teacher; and (7) The program is "effective" if students like it. A constructive way of considering and addressing the current health of programming for gifted learners, in general or in a particular setting, is to delineate some elements of coherent, defensible, and integrated approaches to planning programs for gifted learners that are pivotal parts of the school mission to address the learning needs of each student and that are constructed in such a way that the various program elements work harmoniously toward worthy ends. Using the questions presented in this article as a guide, educators can both diagnose the status of their programs and take action to ensure their continued viability and growth. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10