Lipscomb professor advocates for depth over speed in gifted learning programs

In honors classrooms, fostering deeper understanding should take precedence over rushing through content, argues Dr. Emily Mofield, Assistant Professor of Education at Lipscomb University. She proposes a new foundational model aimed at enhancing critical thinking and meaningful exploration for gifted students.

Honors classes often fail to meet their potential by prioritizing speed over substance.

These courses, designed to provide advanced learners with accelerated material, often mistakenly equate rigor with pace. However, true enrichment comes not from moving quickly, but from diving deeply into subjects and challenging students to think critically.

Many students assume honors courses are more rigorous than standard classes. Yet, without a structured framework, these courses often cover the same material as regular classes but at a faster pace. This approach can leave students overwhelmed, with little time for the critical thinking and exploration that should define an honors experience.

Mofield suggests a shift in focus for honors programs, emphasizing deeper engagement and meaningful challenges. She has developed a framework centered on five key components: advanced content, broader connections, increased complexity, deeper inquiry, and extended exploration. 

Mofield emphasizes the importance of moving beyond standard ways of learning, saying, “The standard curriculum that they’re given, sometimes it’s too factual based, sometimes it’s not connected to big ideas, or they’re not taking it to that level of real-world application. And so this would allow students to actually go in depth into a topic in an honors class.”

Her research demonstrates that encouraging students to connect ideas using real-world applications provides a more enriching educational experience, equipping students with skills that extend beyond the classroom.

To support gifted learners effectively, Mofield emphasizes the need for schools to adopt strong honors programs that prioritize depth of learning and fosters a genuine passion for knowledge, creativity and talent. A critical component of this transformation, she notes, is advancing teacher training.

“I would hope that by establishing a framework there’s a common language for what words like depth, complexity, and breadth actually mean,” she says. “When everyone is on the same page, they’re actually equipped.”

Mofield reports receiving positive feedback from educators who have implemented her model. “The leaders of the school district find this so very helpful,” she said.

By fostering critical thinking, creativity, and real-world readiness, Mofield’s framework has the potential to revolutionize honors programs. Implementing her approach could ensure that gifted students receive an education that truly challenges and prepares them for the future.