[Oz-gifted] Year-Skip Question

[Alison Miller]

both dds (now 22,18) were unfulfilled/unchallenged at school.
Esp dd,18, who is finally in her B Sc and loving it.......she knew loads of
concepts at 9 that I'll never master.
alison
it was a long wait.


----- Original Message ----- 
From: "Fly2" <fly2 at bigpond.net.au>
To: <oz-gifted at rite.ed.qut.edu.au>
Sent: Wednesday, December 06, 2006 12:16 PM
Subject: Re: [Oz-gifted] Year-Skip Question


>
> On Wednesday, December 6, 2006, at 11:31 AM, Ellen Hrebeniuk wrote:
>
> > They will still be quicker on the uptake than the average, but the work
> > is being
> > presented at the average child's speed. I assume.  So how come
> > year-skipping works well for many children?  What have I missed?
>
> They might be presented with new material, but yes, they will still pick
> it up quicker and possibly require more depth in the study than they
> will get in a school classroom. GT children frequently know most of what
> s being presented at their age level before they enter the classroom.
> However, they also want to learn in more depth than other young children.
>
> The problem we struck was that, because there are 2 aspects to the
> learning-knowledge and skills--it was hard to adapt in those younger
> years. A gifted child might be reading well but slower to develop skills
> that are highly valued in school ie writing and, for some,  rote
> learning.  A teacher will often hold a child back in math for example
> till they learn their times tables off by heart but they might be ready
> for more complex mathematics and will be frustrated and often start to
> dislike math or even get muddled with math. If they move to a class that
> is doing more mathematics---not arithmetic---they will be more likely to
> be challenged and teh arithmetic can make more sense as it is used in a
> more complex overall context.
>
>
> If they grade skip they might find new material they don't know yet so
> there is some challenge adn inspiration and motivation, However, as you
> right point out, they are still held to the structure and speed in teh
> classroom and the degree of success  depends on the nature of the
> individual child, and their strengths. It also depends on how good teh
> teacher is at recognising and encouraging strengths and how varied their
> teaching practice is.
>
> In the early years, a child might still find it frustrating because teh
> emphasis is still on skills more than depth of knowledge. If t ey are
> independent readers and if they get an adaptable and flexible teacher
> who can set them alternative work it can work.
>
> Louise
>
>
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