What is different about GT classes?

[Anonymous]

Aside from moving through the curriculum at a faster rate with less time for review, how do GT classes in elementary school differ from regular classes?

[Anonymous]

For my daughter, the most important aspect has been the peer group. The kids really seem to get each other. And it's not dorky to obsessed with something totally random or to be at the top of the class.

[Anonymous]

At least in FCPS, the GT is more project-based, which is what my DC loves. It's not memorizing but more like experiencing. My DC's AAP program does not really seem to be that accelerated.

[Anonymous]

Thanks PPs. Can you give an example of a project?

[Anonymous]

In my son's 3rd grade GT classes the content is more in depth, while he is also accelerated in math; they started off on 4th grade math in the beginning of 3rd grade. He loves school, and is now really challenged (last year he wasn't), but he does complain at times about school being hard. A recent science test on soil looked like something I would have had when I was in middle school. For a kid who is bored by not being challenged, the FCPS GT program is just exceptional.

[Anonymous]

What grade does GT start for FCPS? MCPS GT doesn't start until 3rd.

[Anonymous]

Correction 4th

[Anonymous]

FCPS GT Level IV GT program starts in 3rd grade.

[Anonymous]

My son's GT (TAG) magnet program starts in 2nd grade (PG Co). I cna't say they do all that much different in the classes, but all the students are starting at on or above grade level in reading and math, so the teacher has more time and energy to spend on presenting lessons at or above grade level. It seems they go through the regular curriculum for the first half of the year at an advanced pace, skipping lots of extra practice that the kids don't need; and then they use some additional curricula for the last quarter, or do theme based projects.

[Anonymous]

MCPS HG Center: Peer group, depth of work, and teacher quality. Also teachers are able to be more independent, less tied to specifics of curriculum. And expectations -- teachers mark up papers carefully, thoughtfully and strictly. Kids are expected to do papers with bibliographies, correctly formatted, in 4th grade.

The truth is, it's an approach that would benefit every single kid.

[Anonymous]

Anonymous wrote:Thanks PPs. Can you give an example of a project?

For example, in my DC's 3rd grade AAP class (FCPS), to learn about geography, they made a a geography dictionary. They looked up examples of all of the geography terms and drew pictures, etc. It was a lot of terms!! DC learned them that way, rather than just memorizing definitions for a test. I'm trying to think about what else they did. Basically, things seemed to be learned more hands on rather than as a lecture.