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Correct Answer: gifted students learn most successfully when experiencing direct learning from teachers
the question revolves around identifying a belief about curriculum for gifted learners that is not typically endorsed by experts in gifted education. to address the question, it is crucial to understand each statement's implications and see which one stands out as less commonly accepted.
the first statement, "the needs of gifted learners encompass cognitive, affective, social, and aesthetic areas of curriculum experiences," is widely accepted in the field of gifted education. gifted learners are not only advanced in their cognitive capabilities but also have unique emotional, social, and aesthetic needs that must be addressed to foster a well-rounded development. this holistic approach is a cornerstone in modern educational strategies for gifted learners.
the second statement, "gifted students learn most successfully when experiencing direct learning from teachers," suggests a primarily teacher-centered approach. while direct instruction from teachers can be beneficial, this statement is somewhat misleading as it excludes the benefits of independent, peer-based, and self-directed learning methods, which are also highly effective for gifted learners. gifted students often thrive in environments where they can explore subjects at their own pace and interest, which might involve less direct instruction and more facilitative or guided discovery learning methods.
the third statement, "gifted students are best served by a curriculum that incorporates both accelerated and enriched learning," reflects another well-accepted belief. acceleration (allowing students to move through education at a pace that matches their capability) and enrichment (providing depth and breadth beyond standard curriculum) are both key strategies in gifted education. this dual approach helps in catering to the advanced learning needs and prevents boredom and disengagement among gifted learners.
the fourth statement, "substantial gains in learning can be made when gifted students are grouped together and when they are accelerated, but this can be achieved only if they have access to a developmentally appropriate curriculum," underscores the importance of appropriate grouping and curriculum design. grouping gifted learners together can lead to more effective learning experiences as these students can work at a similar pace and depth. however, the success of such groupings also heavily depends on the curriculum being challenging and suitable for their developmental levels.
the fifth statement, "curriculum experiences for gifted learners need to be thoughtfully planned, written down, and incorporate explicit assessment," emphasizes structured planning and assessment. this is essential in ensuring that the educational needs of gifted students are systematically met and their progress adequately monitored.
in summary, the statement, "gifted students learn most successfully when experiencing direct learning from teachers," is the one that does not align as closely with the broader consensus in gifted education. it suggests an overly narrow view of the learning modalities effective for gifted students, omitting the rich variety of educational approaches that also include independent and exploratory learning experiences vital for fostering autonomy and deeper engagement in gifted learners.
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