[1] The students meet with a teacher to engage in enrichment or extension activities that may or may not be related to the curriculum being taught in the regular classroom.
[6] Specifically, this is because pull-outs are composed of a hodge-podge of critical thinking, logic puzzles, and random subjects (like mythology) which are unlikely to result in any significant academic progress because they are not tied directly to the core curriculum.
[7] Winebrenner (2001) recommends those same ineffective practices, including creative problem solving, chess, logic puzzles, and academic competitions.
[9] This is exactly the opposite of the approach recommended by most gifted literature, which argues for matching the instruction to the student, not vice versa.
And perhaps most worrisome, the work in withdrawal gifted classes is often not differentiated for learning needs or properly integrated into children’s other studies.