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Intricacies of designing and implementing enrichment programs for high-ability students
Citation
Tan, L. S., Letchmi Devi Ponnusamy, Lee, S. S., Koh, E., Koh, L., Tan, J. Y., Tan, K. C. K., & Chia, T. T. S. A. (2020). Intricacies of designing and implementing enrichment programs for high-ability students. Gifted Education International, 36(2), 130-153. https://doi.org/10.1177/0261429420917469
Author
Tan, Liang See
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Koh, Lauren
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Tan, Jing Yi
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Tan, Keith Chiu Kian
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Chia, Terence Titus Song An
Abstract
A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of developing their knowledge and competencies in breadth and depth, the programs that are implemented tend to be pitched at exposure level. To effectively meet the needs of the gifted and talented students, it is imperative to examine the intricacies of these programs. The fidelity has significant implications on the quality of the students’ learning experiences. This article shares the issues and challenges they faced.
Publisher
Sage
Journal
Gifted Education International