When kids leap quickly, how do we know if they really looked at lightning speed, or just bypassed looking all together?
Fast thinkers often leave educators in awe and on the chase for more activities and curriculum to keep them moving forward, but fast thinkers also need their teachers to develop an awareness of when it would be good to slow them down. This may seem like an argument against differentiation for gifted students, but it is an underrepresented form of gifted advocacy.
Sometimes our students' greatest strengths can also be their greatest weaknesses. Fast thinkers can process vast quantities of information in a short amount of time, but they can also be obedient to absolutes because they need less repetition to understand an idea, and therefore spend less time incubating about concepts.
Fast thinkers often leave educators in awe and on the chase for more activities and curriculum to keep them moving forward, but fast thinkers also need their teachers to develop an awareness of when it would be good to slow them down. This may seem like an argument against differentiation for gifted students, but it is an underrepresented form of gifted advocacy.
Sometimes our students' greatest strengths can also be their greatest weaknesses. Fast thinkers can process vast quantities of information in a short amount of time, but they can also be obedient to absolutes because they need less repetition to understand an idea, and therefore spend less time incubating about concepts.
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