CTD Summer Teachers on Teaching Accelerated Courses: Find out what Three Veterans Have to Say

We interviewed three CTD teachers about teaching accelerated courses to 7th-12th graders in our Summer Program. Here's what they said.

Describe the course material covered in your three-week class.

Vivek Likhite, Human Biology: I cover a year’s worth of material, minus a couple of chapters.
David White, Introduction to Philosophy: I cover the major issues and writings of key figures in philosophy, cultural differences in philosophy, and how to comprehend and discuss critically using sound reasoning.
Jon Berry, Latin I Honors: I cover more than one year of high school Latin.

What level of mastery does the typical CTD student achieve in your class?

Likhite: In three weeks, they surpass what the typical student has done for me in a year-long class. They’re tired by the end, but they leave with a strong foundation in biology. They often tell me afterwards how much the course helped them with courses at school.
White: From working with gifted for several years, I determined students should be able to appreciate the structure of an argument leading to a conclusion, evaluate that argument with their own reasons, develop ideas in writing on a philosophical topic, and learn to respect positions different from their own in three weeks. Most students are very successful.
Berry: CTD students demonstrate an extremely high level of mastery. One of my students received a perfect score on the introductory level National Latin Exam, and a very large percentage had almost perfect scores.

How do students achieve mastery with such a drastic reduction in class hours?

Likhite: My students participate in daily labs connected to the units studied for reinforcement. I spend no more than a half-hour discussing the unit and lab and then students take an exam. I hold the students responsible for learning the material, and they are expected to study between 3-4 hours per night during the week and 4-5 hours per day on weekends. I expect them to have a strong work ethic and time management skills, and they come through for me. High expectations pay off.
White: I engage students as thinkers and speakers in discussion, as writers in the essays, as calculators in formal exercises involved in logical reasoning. I expect students to read the material the night before so we can cover it quickly. I use the Socratic method continually, both in the reading as well as in presenting and drilling logical principles and exercises. I return written work the day after it is submitted for timely feedback so students can incorporate responses into their subsequent work.
Berry: I created a PowerPoint presentation covering all of the grammar for 1st year Latin. As a result, I was always certain that students were focused on the material for each lecture. I also used a "question and answer" method of teaching to encourage students to be active learners and used many enrichment activities: movies, skits, and writing PowerPoint and Word presentations to demonstrate grammatical concepts.

For you, what exemplifies the effectiveness of this accelerated format?

Likhite: After we discussed the conservation of energy, one student asked, “Does this mean we can't add matter?”, and that led to another student questioning whether meteoroid showers add matter. I love it when the students connect science to life around them and discuss issues like this. I also love to watch students laugh during lab.
White: I remember an 8th grader from Michigan who was silent during the first week, but who opened up somewhat during the second week and then became one of the most vocal and perceptive participants during the final week. This young lady was able to absorb the intense interaction with her peers and transform her own persona, perhaps her identity, through the sustained process of listening to others talking, determining that she had things to say – and saying them!
Berry: It’s very exciting to observe young people—particularly bright students—as they go through the process of acquiring knowledge. It’s like watching the first five years of a child's linguistic development take place in a few weeks. They learn so much so fast, and the communal effort takes on an energy of its own.

What advice would you give teachers designing accelerated courses?

Likhite: Teachers need to learn to keep their mouths shut. Too often teachers want to lecture to show how intelligent they are. Gifted students don't want to be lectured and they don’t need you in the same way. Sometimes they have questions and need someone to broaden the context, but that’s it. I keep class hands-on, lab-oriented and fun. The teacher’s responsibility is to hold the group together and keep the competition in control by creating a positive atmosphere.
White: Never assume gifted students can't achieve; it's better to assume they can do it‚regardless how advanced the material appears. Students suffer if you play "catch up" and introduce challenging material on the fly because you underestimated their abilities. Vary activities and material throughout the course to sustain interest. Even the brightest students become bored doing the same thing over an extended period. If you’re fortunate to teach an accelerated course, be ready for a unique pedagogical experience. There is nothing like it for concerted intensity and a feeling of personal satisfaction. The experience is draining in ways that no other form of teaching can approximate but also commensurately rewarding.
Berry: Teachers must be enthusiastic about the material for an extended period every day, and should use teaching methods that allow them to step back and catch their breath. There should be group projects and activities daily to appeal to various types of learners and to take some burden of instruction off teachers. Teachers should be prepared to assess students very early—by the 2nd day—and should assess daily to monitor progress and uncover problems.