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ERIC Number: EJ840463
Record Type: Journal
Publication Date: 2007
Pages: 3
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-1040-1350
Revisiting Differentiation
Winebrenner, Susan
Understanding Our Gifted, v19 n2 p12-14 Win 2007
With the passage of the "No Child Left Behind Act" (NCLB), the emphasis is for all children to reach proficient levels. Since they already work above this benchmark, the needs of gifted students are often de-emphasized. If teachers define learning as moving forward from the knowledge a student already has, they find that those who are at greatest risk of actually learning the least may be gifted students. The good news is that when teachers learn how to do an effective job with differentiation, they are very likely to bring exciting curriculum to their gifted students. The author believes it is less important to identify who is "truly gifted" and more important to train all classroom teachers to be comfortable providing differentiation opportunities for all students. This can only happen if teachers understand how to best build a classroom climate that values high achievement for all students. The author encourages teachers to spend time building a climate that values and encourages individual differences in the classroom. Any student who demonstrates that she has either already mastered the upcoming subject matter, or could learn it in much less time than the teacher has planned, should be allowed to participate in different tasks, whether or not the child has been formally identified as gifted. In subject areas where the material is probably new for all students, teachers compact curriculum by allowing them to learn new material at their own pace.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001