GATE Identification - Specific Academic
Academically able students are capable of making outstanding progress in one or more of the disciplines taught in school, which include math, science, social studies, reading, and language arts. Students in the 97th percentile, two standard deviations or above on nationally normed standardized tests in a particular subject, are an easily identifiable group. Effective education of academically able students should allow them to progress through the content area(s) at a pace and/or at the depth and breadth which reflects their considerable abilities.
Current classroom trends advocate for differentiation of instruction. This differentiation includes content, process, or product (Tomlinson, 1999, p. 15). It is imperative that curriculum encompasses depth in content, flexibility in process, and a wide range of product choices to ensure that students remain challenged in their learning evolution. When compared to their peers, students who are one to two years advanced (Level I) on the pyramid, can probably have their needs met through the differentiated classroom. Students who are two to three years advanced (Level II) on the pyramid could require additional curricular strategies, such as independent contract, alternative pacing, compacting. Students who are more than three years advanced (Level III) on the pyramid could require an individualized educational program, such as single subject acceleration, grade level acceleration, or concurrent enrollment in courses.
Characteristics of Specific Academic Area Giftedness:
- strong memorization ability
- advanced comprehension - 1-2 repetitions for mastery
- intense interest in a specific academic area
- high academic capacity in special-interest area
- pursues special interests with enthusiasm
- operates at a higher level of abstraction than peers
- asks poignant questions
- discusses and elaborates in detail
(Adopted from National Association of Gifted Children)
Current classroom trends advocate for differentiation of instruction. This differentiation includes content, process, or product (Tomlinson, 1999, p. 15). It is imperative that curriculum encompasses depth in content, flexibility in process, and a wide range of product choices to ensure that students remain challenged in their learning evolution. When compared to their peers, students who are one to two years advanced (Level I) on the pyramid, can probably have their needs met through the differentiated classroom. Students who are two to three years advanced (Level II) on the pyramid could require additional curricular strategies, such as independent contract, alternative pacing, compacting. Students who are more than three years advanced (Level III) on the pyramid could require an individualized educational program, such as single subject acceleration, grade level acceleration, or concurrent enrollment in courses.
Characteristics of Specific Academic Area Giftedness:
- strong memorization ability
- advanced comprehension - 1-2 repetitions for mastery
- intense interest in a specific academic area
- high academic capacity in special-interest area
- pursues special interests with enthusiasm
- operates at a higher level of abstraction than peers
- asks poignant questions
- discusses and elaborates in detail
(Adopted from National Association of Gifted Children)