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Keywords: gifted, cyber school, asynchronous, independent study, dual enrollment
In search for a more perfect school environment, gifted students and parents may consider a cyber school as a viable alternative. Some students choose cyber programs because they seek a more flexible school schedule, others to avoid an environment where they suffered from bullying. The reasons for turning to a cyber school are just about as diverse as a population of gifted students. As an educator who has worked with gifted students in cyber schools for 10 years, I hope to offer some insight into the world of cyber schooling, why it can be beneficial for gifted students, and how to avoid some of the pitfalls that challenge cyber students.
Crash Course in Cyber School Terminology
Before we discuss why cyber schooling and gifted education can be a good match, there is some basic cyber school vocabulary that is worth a review. Cyber schools typically follow either a synchronous or asynchronous instructional model. My school is asynchronous, which means that students can work through instructional material and assignments at their own pace. There are minimal deadlines for work and live class attendance is not mandatory. In a synchronous setting, students often work in classes or cohorts and follow a prescribed curriculum with regular deadlines. Having a sense of whether a student will adapt to either environment is a necessary starting point when considering a cyber school.
Many of the characteristics we associate with giftedness are very conducive to learning in a cyber school. Students who are self-motivated can learn independently of others, and have the ability to learn at an accelerated pace tend to do well in a cyber school. Cyber schools can be very good at engendering excellent time management, self-advocacy, and communication skills. This is a process that takes a large effort on the part of students, parents, and teachers, and comes with some significant pitfalls.
Pitfalls of Cyber Schooling
There are individual pitfalls and systematic pitfalls. Gifted students are just as likely to fall victim to the perils of poor time management and procrastination as any other student. The effects of poor time management and procrastination can be masked by the fact that these individuals often pass, but they don’t necessarily live up to their potential: see underachievement. These students may appear less qualified than their seemingly more ambitious peers, but in reality, they are likely not challenged enough or engaged in school. As a result, some otherwise talented students may get overlooked for enrichment and acceleration programs. This ushers in systematic “blind spots” that can hinder a cyber school’s ability to effectively identify and serve their gifted population.
In a recent series of conversations, I spoke with a mother who was in the process of withdrawing her son from my school. The child was accelerated through elementary school and was well ahead of his grade-level cohort in certain subject areas. The mother elaborated on the child’s interests and accomplishments, all of which were above the child’s grade level. As a gifted educator, these are crystal clear signs that a student needs enrichment, acceleration, or both. This particular student was placed in a program designed to transition middle school students into high school with the support of more synchronous instruction and more restrictive deadlines. Teachers saw a student who procrastinated, lacked motivation and interest, and achieved below his potential. By the time I had the opportunity to introduce some of the exciting possibilities the school could offer this student, the family had decided to leave the school in search of other opportunities.
Benefits and Opportunities
For every gifted student that gets overlooked, many more eagerly engage in an environment that fosters and promotes some of the best practices in gifted pedagogy. Based on research conducted by Karen Rogers, programs that provide pull-out enrichment, effective curriculum compacting, opportunities to accelerate through the curriculum, and dual enrollment produce a stronger effect size compared to a regular education classroom. (Rogers, 1993) Cyber schools are well equipped to offer a flexible environment that accommodates these options. In an asynchronous cyber school, the big logistical barrier of scheduling students for courses or providing enough time for a good pull-out program is minimal.
This lack of logistical barriers opens up multiple pathways for students and families. Teachers have the flexibility to work one-on-one with students and often have the free reign to make accommodations within their courses. Students can work at their own pace and choose how quickly they want to accelerate through the curriculum. For those who worry about bullying or busy work, courses accommodate students who may not want to attend classes; for those who worry about socialization, opportunities to connect with a community of gifted and talented individuals are easily facilitated. For some of my students, the highlight of their week is a gifted seminar session where our whole community of gifted learners comes together to discuss the perks and pitfalls of giftedness. This touch point provides the socialization that some kids need, but also an affirmation that they are not the only ones charting a new course as a gifted student in the cyber school.
By the later years of high school that trail-blazing course distinguishes graduates-to-be from the typical pool of college applicants. Cyber schools may have the ability to offer unique independent study options, dual enrollment at a variety of colleges and universities, or job shadowing and internship opportunities. Interest-based academic clubs like quiz bowl, mock trial, Model UN, or Math Counts are often available in cyber schools. Not to mention, service organizations like the National Honor Society, which includes a lot of the gifted population, can take their projects to a state or even national level. Over the years I have had students who enter their senior year with a plethora of Advanced Placement courses, intend to take a dual enrollment, and still have time in their schedule to pursue their interests through independent study or internship. Talk about a college application that stands out!
Practical Considerations
The last few extremely enthusiastic paragraphs may make gifted students and parents want to run out and sign up at the nearest cyber school, but there are some important practical considerations. First is advocacy. Like any other school, gifted students in cyber school need their parents and teachers to not only recognize their talents but to take an active role in developing them. Second, the pitfalls of a cyber school environment are real. Without an awareness of and a plan to meet the challenges of being in a very new, often unstructured cyber school environment, even gifted kids will struggle. Finally, a trusted mentor or academic advisor is an invaluable partner in this whole learning process. As a teacher of gifted, the biggest impact I make is not in the courses I teach (although every teacher fond of their discipline would like to think so), but with the students who I mentor and advise. The journey of a gifted student in cyber school should not be a lonely one. The ability of a cyber school to personalize learning through curriculum compacting, enhanced course offerings, and opportunities to extend learning beyond school becomes fulfilled by the engaging and supportive teachers who accompany gifted students on their educational path.
Matthew Smith is a high school teacher at 21st Century Cyber Charter School in Downingtown, PA. He teaches Social Studies and serves as the high school gifted resource teacher and is the Schoolwide Enrichment coordinator. He can be reached at msmith@21cccs.org.
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References
Rogers, K. B. (September 1993). Grouping the Gifted and Talented: Questions and Answers. Roeper Review, 16(1). Retrieved September 6, 2017.