Slide 25 to 30: Who needs enrichment? The feedback that
Phillips (2008) has received from educators at all levels, parents, and indeed
students, is that “we have sacrificed the learning potential of highly
motivated students, preventing them from breaking away and advancing in
selected subjects - especially math and sciences - beyond grade level
expectations”.
Many would argue that all
students need enrichment.
An example is highlighted
in research conducted by Gamoran and Hannigan (2000). Their investigation
supported the benefits of algebra training for all students, rather than just
those who show aptitude through grades or testing.
Students who were low
achievers gained more from algebra instruction than similar groups exposed only
to general math.
Further, from a
developmental point of view, Sheffield (2009) suggests a continuum of
mathematical proficiency through the development of creative ability in
mathematics: innumeraters, doers, computers, consumers, problem solvers,
problem posers, and creators.
Research shows that
students feel social pressures to "dumb down" in high school to fit
in socially (Colangelo et al., 2004). This raises the question: “Have American
[and Canadian] schools, on the whole, created a new risk group by applying
disproportionate time and resources to another?” (Phillips, 2008)
There are highly motivated
students who achieve top grades, but may not qualify as "gifted".
Focusing only on meeting grade level requirements neglects the needs of many
highly motivated students (Colangelo et al., 2004; Davidson & Davidson,
2004).
Instead, the learning
community needs the courage to advocate for enrichment. Advanced information is
academically beneficial for all students. Raising the bar of excellence will
not leave students behind, it will challenge students to reach up instead of
out.
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