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

• 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
• ISSN: 0016-9862; 1934-9041
• DOI: 10.1177/0016986209346931

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.