Myth 8: The “Patch-On” Approach to Programming Is Effective

It is not likely that any group of educators of the gifted ever sat around a table and came to the decision that a "patch-on" approach to programming for bright learners represented best practice. Nonetheless, it is as common today as 25 years ago that programming for students identified a...

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Bibliographic Details
Published in:The Gifted child quarterly 2009-10, Vol.53 (4), p.254-256
Main Author: Tomlinson, Carol Ann
Format: Article
Language:English
Subjects:
Academically Gifted
Design
Educational Practices
Grade 2
Grade 4
Grade 5
Learning
Mathematics Achievement
Mythology
Professional development
Program Content
Program Development
Program Effectiveness
Special Needs Students
Student Needs
Students
Talent Identification
Teacher Role
Teaching Methods
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Summary:It is not likely that any group of educators of the gifted ever sat around a table and came to the decision that a "patch-on" approach to programming for bright learners represented best practice. Nonetheless, it is as common today as 25 years ago that programming for students identified as gifted often represents such an approach. Patch-on approaches to programming for gifted learners result in some of the following: (1) The program is not really a program; (2) The program is largely or completely detached from regular classroom goals; (3) There is a mismatch between who is taught, what is taught, and how it is taught; (4) Communications are weak or lacking between the program for gifted learners and other elements of the general school program; (5) Program content resembles a patchwork quilt; (6) Program content changes with the teacher; and (7) The program is "effective" if students like it. A constructive way of considering and addressing the current health of programming for gifted learners, in general or in a particular setting, is to delineate some elements of coherent, defensible, and integrated approaches to planning programs for gifted learners that are pivotal parts of the school mission to address the learning needs of each student and that are constructed in such a way that the various program elements work harmoniously toward worthy ends. Using the questions presented in this article as a guide, educators can both diagnose the status of their programs and take action to ensure their continued viability and growth.
ISSN:0016-9862
1934-9041
DOI:10.1177/0016986209346931