- Create challenges in very small increments and allow students to get comfortable with each challenge before increasing the challenge. This also allows students to get more comfortable with the feeling and idea of being challenged.
- Modify assignments to focus on quality over quantity for bright students with low processing speed scores. For example, assign fewer math homework problems to allow the sense of satisfaction that comes with completion, or assign a three-paragraph essay instead of a three-page essay to start.
- Use scaffolded writing assignments and templates for bright students who struggle to get started on writing projects or who have great ideas but struggle with organizing them.
- Avoid praising only “right” answers. Encourage and praise wrong answers that come from strong efforts and good processes.
- Offer high-level supplemental reading or discussion material that, depending on the student's particular strengths and challenges, may not have any work associated with it besides reading or discussing it for the intellectual engagement.
- Encourage and facilitate high-level philosophical conversations among students and adults, in and out of the classroom.
- Allow students to pursue challenging areas of study that interest them during electives periods, with an option to work individually through MOOCs (Massive Open Online Course) or other available curricula.
- Develop trusting and supportive relationships between teachers and students. Encourage the students to feel comfortable taking academic risks.
For over 87 years at Rock Point School, these guidelines have been helping bright students who have struggled in other school settings gain the skills and confidence to do well in high school and beyond.
