teaching ideas for gifted students


Published on

a presentation me and some peers did

1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • teaching ideas for gifted students

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