Fast/ Gifted Learner, Superior/ Bright Learner, Average Learner and Slow Learner

1. TYPES
OF
LEARNERS Presenter: Glizell Ocampo

2. FAST /GIFTED LEARNERS
 Gifted is a frequent designation and a
certain specific I.Q. range has been
allotted to those who are known as gifted
people. The gifted and talented learners
are those whose intellectual abilities are
exceptionally and constantly outstanding.
 Scores on intelligence testing ranging
from 130 to 140 have been used to
identify them.

3. FAST /GIFTED LEARNERS
 They rank high in academic
achievement and cover a wide ground
within a limited period of time.
 They are fast thinking, highly creative and
imaginative with very high constructive
abilities.

4. FAST /GIFTED LEARNERS
 They have very good cordial
relationships. They make friends easily.
 They have outstanding leadership
qualities and can work well under
pressure.
 They are mostly invariably good in all
subjects.

5. FAST /GIFTED LEARNERS
• Enrichment of instructional programmed:
an abundant supply of books, laboratory
equipment, and illustrative material for he
may select the one needed according to
his personal aims.
• School work to give a liberal background
for later professional preparation.

6. FAST /GIFTED LEARNERS
 More of verbal descriptions and
generalization, less of repetition, study
beyond that required for average or slow
learner.
 Emphasis on development of personality
and character traits.

7. FAST /GIFTED LEARNERS
• Skipping of grades commensurate with
social and emotional development.
• Emphasis on well-rounded development
and expansion of interests.
• More permissiveness, freedom and
challenge than more prescription of work.

8. SUPERIOR/BRIGHT LEARNERS
 Bright children are the ones who succeed
better in a typical school setting.
 A bright child knows the answer.
 A bright child works hard to achieve.
 A bright child enjoys school.

9. SUPERIOR/BRIGHT LEARNERS
• Have an extra challenge ready that allows
the student to go deeper into the subject,
learn a little more, or apply a skill he has just
learned in a new way.

10. SUPERIOR/BRIGHT LEARNERS
 Help the child to create an ongoing individual
project. Perhaps a report on something she is
interested in, a PowerPoint presentation, or a
creative writing project - anything that is
motivating, educationally sound and can be
worked on here and there.

11. DIFFERENCE BETWEEN BRIGHT AND
FAST LEARNERS
BRIGHT LEARNERS FAST LEARNERS
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions
Understands ideas
Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings and opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions

12. DIFFERENCE BETWEEN BRIGHT AND
FAST LEARNERS
BRIGHT LEARNERS FAST LEARNERS
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good memorizer
Enjoys straightforward, sequential
presentation
Is alert
Is pleased with own learning
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical

13. AVERAGE LEARNERS
 Majority of learners can be classified as
normal learners. That is to say that majority
of learners are of average abilities.
 They manifest average ability.
 They have their own learning problems like
lateness to school,truancy, wrong peer
group.
 They manifest giftedness when faced with

14. AVERAGE LEARNERS
 They need a teacher who finds out what
their interests are and builds on them.
 They need a teacher who discovers the
learning style of each student.
 They need a teacher who will ask complex
questions and expect that the students will be
able to answer them.

15. SLOW LEARNERS
 A child who qualifies for special education
services .
 They exhibit numerous learning difficulties
that seem to defy all learning
methodologies and procedures.
 The I.Q., of slow learners is in most cases
below 90.

16. SLOW LEARNERS
 The slow learners have a short attention
span, that is, they cannot concentrate for
long.
 They have short memory and they don’t
remember easily what they have been
taught.
 The slow learners are always bored and
generally have no interest in learning.
 They have poor communication skills. They

17. SLOW LEARNERS
 They have poor eye-hand coordination. They
cannot see properly nor even copy correctly.
 Their numeric ability is very low and they
are very poor in calculation.
 They have poor social interaction and
cannot get along with others easily.
 They score low in all types of tests and
assessment.

18. SLOW LEARNERS
Health Problems
A child’s mother might have had measles,
venereal diseases that might have caused
mental retardation in the child. Also the
mother might be malnourished during
pregnancy. The child’s health might also
be affected after birth.

19. SLOW LEARNERS
Psychological Problems
Mothers who experience intense and
excessive anxiety, worry, stress and the like
may give birth to disturbed children, since the
mother’s state of health affects the child.

20. SLOW LEARNERS
Genetic Problem
If slowness or dullness run in the lineage,
inherited characteristics from parents may
influence the general intellectual
development of the child.

21. SLOW LEARNERS
Home Based Problems
Broken homes and extreme poverty on the
part of the parents may affect the child.

22. SLOW LEARNERS
School Based Problems
- Poor methods of teaching
- Poor teacher-pupil relationships for
example when a child constantly
experiences hostility from the teacher.
- Poor learning environment is not conducive to
learning.

23. SLOW LEARNERS
• More repetition of facts in different contexts
and drill on fundamentals.
• To make learning concrete, more
illustrations, demonstra-tions, examples,
experiences to be given.
• Effective motivation in the form of immediate
rewards, short-term goals, praise,
encouragement.

24. SLOW LEARNERS
• School work to be related with the
occupations the learners will take up as
adults.
• Very little criticism or sarcastic remarks to be
given.
• Illustrations to be simple and specific,
examples to be given from daily life.
• More schooling, more hours of school work
and more years.