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teaching ideas for gifted students

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a presentation me and some peers did

a presentation me and some peers did

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teaching ideas for gifted students teaching ideas for gifted students Presentation Transcript

  • Lecturing gifted children EDS 2101 Av, Ed, Jason and Aaron
  • True or False?
    • Successful lectures promote passive teacher-centred learning.
    • Q&A should not be encouraged during lectures.
    • All gifted children are geniuses.
    • Gifted children do not require support.
    • All students are capable of making effective notes.
    • Lectures cannot encourage reflective thinking.
    • Best used for large groups
    • Teacher has control over : content, pace and questions
    • Providing new information or introducing a new concept
    • Provide the ‘big picture’
    Features, why lecture?
    • Highlighting differences/similarities or linking concepts together
    • Explore a lot of information in a relatively short period
    • Provides the same point of reference for all students
    • Creates an organized flow between different concepts in the lecture
    Features, why lecture?
  • Limitations (Freiberg, p. 211)
    • Lectures can be boring
    • Participation limited to 12% of the total class time
    • Difficult to determine student learning and receive feedback
    • Students with insufficient note taking skills are disadvantaged
    • Tendency toward passive learning (Fry, p.85)
    • Individual student needs are rarely met or even identified
  • Learning processes (Freiberg, p. 211)
    • Ineffective lectures tend to…
    • Emphasise lower level cognitive skills of memorization and recall rather than higher level thinking of synthesis and evaluation.
    • Rarely provides opportunities for the inclusion of the psychomotor domain and affective learning.
    • Effective lectures tend to…
    • Provide the opportunity for students to be engaged with the topic.
    • Promote an active learning environment, that is students take part in the lecture and contribute to the overall learning of the class.
    • Encourage higher level learning like analytical learning and evaluative learning.
    • Provide an affective learning experience, learning linked to a strong memory or emotional state.
    Learning processes (Freiberg, p. 211)
  • Myths about gifted children (Webb & Meckstroth & Tolan, 1982, p. 9, Table 1)
    • Common in public perception
    • Everything is going their way.
    • Can succeed without help.
    • Their families prize their special abilities.
    • Valued primarily for their brainpower.
    • More stable and mature emotionally
    • Got “something for nothing”
    • Want to be social isolates.
    • common among parents and educators
    • Not aware of being different unless someone tells them
    • Will reveal their giftedness
    • Giftedness needs to be emphasised
    • Need constant challenge by others to achieve
    • Need more discipline
    • Assume extra responsibility for others
    • Enjoy serving as examples for other children
    Myths about gifted children (Webb & Meckstroth & Tolan, 1982, p. 9, Table 1)
  • Characteristics (Webb & Meckstroth & Tolan, 1982, p. 46 Table 4, p.15, 16, 17)
    • View world non-traditionally
    • Divergent thinkers
    • Do things differently
    • Like to experiment
    • Energetic/enthusiastic
    • If not engaged they get bored easily, daydream.
    • Highly developed curiosity and limitless supply of questions
    • Focused on personal interests
    • Can retain a great deal of information
    • Hop and skip from interest to interest – wide range of interests
    • Not always as mature as intelligent
    • Good vocabularies
    • Often read earlier than most children
    • Identify with each other
    • Unusual sense of humour
    Characteristics (Webb & Meckstroth & Tolan, 1982, p. 46 Table 4, p.15, 16, 17)
  • Needs (Webb & Meckstroth & Tolan, 1982, p. 17, 29, table 3 p.36, table 6 p.67)
    • Guided focused supportive environment
    • Collaborative/cooperative learning environments
    • Teachers to work from where they are
    • Individual needs to be met
    • Active participation, empowerment, choices
    • Constructive criticism and positive reinforcement
    • Encouragement at attempts not just success
    • Consistency and transparency
    • Passionate enthusiastic teaching with realistic high expectations
    • Teaching that is relevant to life, interests and future
    • To belong, be liked by others, accepted
    • To feel good about themselves
    • Respect as an individual, not just as a learner
    • Help and opportunities to explore and recognise feelings
    Needs (Webb & Meckstroth & Tolan, 1982, p. 17, 29, table 3 p.36, table 6 p.67)
  • Implications
    • Students at all levels must be catered for
    • provide focused opportunities for student involvement
    • Lessons must be developed with an awareness of students knowledge/prior experience
    • Students choices to actively participate in lectures
  • Creative advice
    • Plan and organise your lecture
    • Check what time of day your delivering your lecture
    • Limit the lecture to 3 – 5 concepts: don’t overload
    • State the objectives of the lecture
    • Indicate how the lecture links in the big picture
    • Intersperse with other teaching strategies
    • Lectures contextualised in student’s interests
    • Place yourself in the students’ position
    • Variate the stimulus every 10-15 minutes, your pace must match your students
    • Use humour
    • Use cueing, let them know what’s especially important.
    • Utilise varied media
    • Use student interaction to stimulate active participation
    • Supply handouts
    • Utilise a review
    • Help students make lecture notes
    • Walk around the space, check student notes
    Creative advice
  • 3 Goals of the lecture
    • Informative: provides information – content analysed into concepts/sub concepts then sequenced
    • Motivated: to motivate students primarily to provoke an interest in the subject
    • Reflective/critical thinking – encourage reflection/critical thinking
  • Variations of the lecture (Freiberg,2005, p.212)
      • Pure lecture
      • Chalk/talk
      • Guided note taking lecture
      • A/V lecture
      • Combination lecture
      • Mini lecture
  • Main teaching steps Freiberg, 2005, (p. 207 )
    • Identify 2 or 3 key concepts to be included in lecture and provide examples of concepts
    • Prepare notes that highlight key concepts
    • Use analogies, stories and examples to support your ideas
    • Close lecture with summary of key points
  • Guidelines for lectures
    • Content material should be presented in small steps
    • Presentations should focus on 1 thought or idea at a time
    • Avoid digressing during lectures
    • Modeling should accompany lecture
    • Best accompanied by varied and specific examples
    • Have detailed explanations for difficult concepts
    • Check for student understanding before proceeding to next point
    • Monitor progress with questions during the lecture
    • Stay on topic until students understand
  • SWOT analysis
    • Strengths
    • 1. Most information can be delivered in short space of time
    • 2. Teacher has highest degree of control over pace, content and organization
    • Provides opportunity to sharpen/practice note taking
    • Weaknesses
    • 1. Can be boring, passive learning
    • 2. Reduced opportunity for student feedback, difficult to determine student understanding
    • 3. Not all students are effective note takers
    • Opportunities.
    • 1. Stimulus variation : humor, voice and visuals
    • Combination lectures : Q&A, discussion, etc.
    • Opportunity to teach note taking, guided note taking, supply references
    • Threats/risks.
    • 1. Gifted children get bored easily unless actively stimulated
    • 2. Gifted children want active participation in learning with individual learning needs to be met
    • 3. Gifted students generally will not write notes for what they already know
  • Conclusion
    • Reviewing what we have covered…
    • Features of lecturing
    • Gifted students
    • Goals of lecturing
  • References
    • Driscoll, A., & Freiberg, H.J. (2005). Universal teaching strategies 4 th ed.
    • Boston : Pearson Education Inc.
    •  
    • Fry, H., & Ketteridge, S., & Marshall, S. (1999). A handbook for teaching and
    • Learning in higher education . London : Kogan Page Ltd
    • Gibbs, G., & Habeshaw, T. (1989). Preparing to teach . Bristol : Technical and
    • Educational Services ltd
    •  
    • Gibbs, G., & Habeshaw, S., & Habeshaw, T. (1984). Interesting things to do in your
    • lectures . Bristol : Technical and Educational Services ltd
    •  
    • Tolan, S.S., & Meckstroth, E.A., & Webb, J.T. (1991). Guiding the gifted child : a practical source for parents and teachers . Australia : Hawker Brownlow Education