Dear Educational Community,
I'm reaching out to highlight a crucial issue in Greek public schools: our EFL curriculum does not adequately support highly gifted students. These students often have the potential to progress much faster than the standard pace, but our current system doesn't allow for such acceleration.
Proposed Solutions
Call to Action
Let's collaborate to reform our EFL education, ensuring all students, especially the exceptionally talented, are adequately challenged and supported.Any proposals would be welcome! Looking forward to a fruitful discussion and action.
Regards,
Michael Fountoulakis
This is in general a problem, that a teacher has to solve for each case. Methods are: more advanced tasks, secific individual workload, leaving classroom for own projects or attending advanced classes or older classes in specific subjects. I am not a supporter of ultra fast curricula and home office schooling for advanced pupils, leading to such results like a twelve year old doing final baccalaureate exams. Such pupils miss a lot of school and social life, excursions and discussions together with peers. If they are fast and intelligent learners, they are in general able to go to library on their own, find hobbies, which are interesting for them or start with some university level courses aside school as teenagers.
On of my pupils, that belonged to that category broughther own books to school and as she was faster than the others, she used the spare time to read but joined her class in discussion of results in the end of the lesson.
1. Understand their needs
2. Flexing the curriculum to accommodate them
3. At the end of every class, give them more exercises that are challenging to solve by average students
4. There's a need for a holistic approach to understanding what challenges them the most
5. They need guided reading
Rather than expecting a/any curriculum to support gifted students, it is necessary to face the fact that gifted students, like other students with special needs, can have their abilities supported and developed through individualized education programs. It is of critical importance that each of the gifted students, especially those receiving education in regular education environments, be evaluated within the framework of individualized contents developed for themselves. To achieve this, there is a need for educators who have the competence and proficiency to implement such a programming, talent development and evaluation process, and for education managers who can respond to this need by attaching it a meaningful value.
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