Children of high ability or with high achievement levels are put into a separate group for differentiating instruction. This can be full time, part time, or flexible.
Students of various ages, abilities, and backgrounds are grouped and regrouped to meet students' individual instruction needs.
While students work at various degrees of difficulty on their tasks, they all explore the same essential ideas and work at different levels of thought. Groups eventually come together to share and learn from each other.
Such activities include forensics, debate, speech contests, MATHCOUNTS, Junior Great Books, chess, etc.
Compacting is the practice of pre-testing student knowledge of material before it is taught. This can be done by using end-level tests, a written narrative of what the students already know, KWL, interview, etc. If the student has mastered the material, he/she should be able to participate in curriculum that is challenging and new.
With skill-based subjects, such as math and early reading, the end-of-the-unit tests work well. With more content-based areas, such as literature, social studies, and some sciences, students could have the option to study the material in the book, take the test, and move on to replacement or extension material.
Students take courses with advanced or accelerated content in order to test out of or receive credit for college-level courses.
This challenges students to learn through engagement in real-life problems. One of the primary features of problem-based learning is that it is student-centered. "Student-centered" refers to learning opportunities that are relevant to the students, the goals of which are at least partly determined by the students themselves.
This is school placement in a setting that is specialized to meet the needs of the particular student; e.g., language immersion, gifted and talented, specialized arts programs, Project Lead the Way, etc.
A special curriculum is designed to meet the needs of the student at the level at which he/she is challenged; e.g., William and Mary curriculum, ALEKS, WCATY, above-grade-level coursework, etc.
A student bypasses the usual progression of skills and content mastery in one subject where great advancement has been observed. The student will progress at the regular instruction pace through the remaining subject areas.
A learner is double-promoted to bypass one or more grade levels. There is a process for approving students for whole-grade acceleration. Please contact the MPS Gifted and Talented coordinator at 414-777-7813.