The original GATE program was based on the California (USA) education code: that some students exhibit excellence or capacity for excellence far beyond that of their peers. They may be atypical learners who require specialized learning experiences so they can realize greater potential and contribute both to self and society. They require differentiated education beyond those normally provided by regular instruction.
The In-Service Training Workshops recognize that: - Learners vary in degrees of learning styles, interests, experiences, and competencies
- Individuals are inspired by different topics, issues, or themes: Inspiration (and curiosity) provide powerful catalysts for meaningful learning, and for developing individual abilities, thereby eliminating functional illiteracy from the curriculum
The method used in Gate instruction (in elementary, secondary or tertiary schools) is not to arrive at "correct" interpretations of a text, per se.
Instead, the premise of the method is that (new) knowledge and understanding are constructed and acquired by learners themselves, rather than received through lecturing or explanations. Understanding (by its nature) is emergent, evolutionary and uncertain, and subject to revision, confirmation or re-statement, etc. The process connects what learners already know with new creations. This is achieved by cooperative effort rather than through the sole effort of an instructor.
In practical terms, the foremost responsibility of teachers is to draw meanings starting with the learners themselves, to extract multiple perspectives on texts and themes, and to insist that clear reasoning support all interpretations. This helps learners to consider alternative and diverse views, and grow exponentially.
Complementary processes allow for whole class exploration on one hand, and individual/group projects and products on the other hand.
The essence is to nurture functional literacy, by avoiding rote learning (the so called "chew, pour, pass, and forget".) That hampers individual and national development |
