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…