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[quote=Anonymous][quote=Anonymous]I think "gifted" must be a terribly damaging term to label a child based on recent research about what creates kids who will take on challenges and stick with hard problems rather than give up?

I would love it if DC had differentiation for kids who are willing to pay attention and work hard. [/quote]

In fact it does. That is the whole point of in-class differentiation. (And the SEM enrichment model as well). Every child is given the opportunity to work to their "reach" level. For example, a science project will be rather open ended. There are the basics each project must include, but a child can choose their own topic, they find their own resources (with guidance if needed), they choose the difficulty of the final project to show mastery, etc. One kid may choose bear hibernation and use DK books, while another chooses the electroconductivity of bacteria and reads primary research papers (this is not far off from a real ES example). Or an essay is assigned to compare two texts -- the teacher guides the student to choose the texts based on reading level, and while one child may write a three paragraph essay, another may write 10 pages, and yet another may create a video presentation or movie. The teacher takes each child where they are and pushes them to the next level. Mixed with that are also uniform assignments that every child does, but again, each child is guided to work on their areas of difficulty and to push their limits in the areas they find easy.

No labels needed. At our ES and MS, I see this working very well, and the model is far superior to what we had in GaTE when we were growing up.[/quote]

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