Entry #3 - Chapter 9

Differentiated instruction is a way of teaching and learning. This approach allows students to explore different avenues of acquiring information and content. Students are able to discover the most effective way they learn and everyone becomes more knowledgeable on the subject at the same time, regardless of the differences among the class. The picture above shows two girls using a computer in a classroom. The use of a computer allows students an alternative way of researching a subject. In the picture, one of the girls is helping out the other. This shows the differences in ability and although one girl clearly knows how to use the computer better than the other, she is willing to help her out. The use of differentiated instruction promotes this behavior.

(1) Briefly explain the six ways to accelerate students, as described by Stanley.

In our textbook student acceleration is described as "passing students through the educational system as quickly as possible." (Kirk, Gallagher, Coleman & Anastasiow pg. 308) Stanley has developed six ways of accelerating students:

1. Early School Admission - The intellectually and socially mature child is allowed to enter kindergarten at a younger-than-normal age.
2. Skipping Grades - The child can be accelerated by completely eliminating one semester or grade in school. The primary drawback here is the potential for temporary adjustment problems for the student.
3. Telescoping Grades - The child covers the standard material but in less time. For example, a three year middle school program is taught over two years to an advanced group.
4. Advanced Placement - The student takes courses for college credit while sill in high school, shortening the college program.
5. Dual Enrollment in High School and College - The student is enrolled in college while finishing high school.
6. Early College Admission - An extraordinary advanced student may enter college as young as 13 years of age.

According to our textbook, " research studies invariably report that children who have been accelerated , as a group, have adjusted as well as or better than children of similar ability who have not been accelerated." (Kirk, Gallagher, Coleman & Anastasiow pg. 309)

(2) Define and discuss the concept of twice exceptional.

Just because a student may have a disability does not necessarily mean that that student will struggle intellectually. In fact, it may mean just the opposite. That student may be very intellectually gifted. The concept of twice exceptional is when a student's giftedness is overlooked by their disability. Their talents or strengths are ignored, or not realized, because educators are too hung up on their disability. This happens often with autism. According to our text, "Although the majority of children identified as autistic have average or below-average ability, a subset of children, those sometimes diagnosed with Asberger's syndrome, can be highly intelligent." It is very unfortunate; however, it occurs often.