Paper presentation on Nurturing gifted learners to maximize thier potential by use of active learning methodology by Deepa Das

1. TITLE OF THE PAPER
EDUCARNIVAL 2016
8TH INTERNATIONAL CONFERENCE ON EXCELLENCE IN SCHOOL EDUCATION
IIT DELHI
“NURTURING GIFTED LEARNERS TO MAXIMIZE THEIR
POTENTIAL BY THE USE OF ACTIVE LEARNING METHODOLOGY “

2. OUTLINE OF THE REEARCH
PAPER
Introduction
Literature Review
Research questions
Need for Study
Process
DATA COLLECTION &
ANALYSIS
Conclusion & findings
Future Study

3. BACKGROUND OF THE RESEARCH
•Gifted children differ from.. smart children.. , (Strip & Hirsch,2011)1.
•Teachers should... recognize talents,….to engage them in active
learning.(Vrcelj, 2000; Dryden, 2001; Jensen, 2003)
•If teacher … modify curriculum.. testing … seldom be necessary
(Matthews & Foster, 2009).
•How to identify Gifted learners?
•How to nurture their “giftedness” ?
•Can particular methodology benefit these learners?

4. COGNITIVE ABILITY TEST (CAT) WAS
USED TO ASSESS LEARNERS’
GIFTEDNESS AND POTENTIAL
CAT consists of several cognitive concepts.
CAT helps to assess variation in domain-
independent mental skills.
Pre-Test and Post Test were conducted.
Active Learning Methodology (ALM) was used
as intervention .
Teaching learning process included CAT
patterns and items.
- Process

5. UNIQUE IMPLEMENTABLE STRATEGIES TO
ADDRESS THE CONCERN
•Children must read, write, discuss or be
engaged in solving problems actively (Chickering and Gamson
1987)
•Cognitive skills are seldom taught explicitly in schools.
•Activities to enhance cognitive skills were induced in
teaching.
• Under ALM , activities and tasks based on CAT test were
included .
•Children were made to actively stay focused, engaged,

6. UNIQUE IMPLEMENTABLE
STRATEGIES
• ALM was used as an intervention to maximize the potential of
learners .
•Children born with extraordinary potential..got identified. (Vialle &
Rogers 2010, p. 18).
• Staying actively engaged, explore, think, work together was evident.(
National Curriculum Framework 2005.(2005)
Questions based on verbal and non-
verbal and quantitative items were
developed.

7. TANGIBLE & QUANTITATIVE BENEFITS OF
IMPLEMENTING THE MENTIONED STRATEGIES
Significant difference was noticed in test
scores of CAT data.
• 37% children gained score in verbal test.
• 44% in nonverbal test and 19% gained in
quantitative score.
• The merit list changed .
• 20% children showed measure
improvement .
• Teachers too had to understand the CAT
items.
Group N Mean SD S Ed df t Significan
Pre Test 50 37.32 4.70.97 6.283 98 27.6203
Significant
Post Test 50 72 7.5268

8. TANGIBLE & QUANTITATIVE BENEFITS OF
IMPLEMENTING THE MENTIONED STRATEGIES
1.There was a notable change in classroom
environment.
2.Many group leaders were identified.
3.Math's concept and activity became
interesting .
4.Story writing ,picture connection revealed
that children learn by imitating mostly.
5.Children started asking teacher to teach.
6.How to solve ..and the learning begin..

9. SUMMARY
•The Learning began..
•Children should be exposed to various learning methodologies.
•The competitive exams comprises of tests which our teaching practices
do not include.
Intelligent children of classroom were not equally good in CAT.
Test score which have larger implications.
•Classroom transaction lacks –program for gifted learners.
•Examination system should include CAT, attitude and aptitude test
• To identify and nurture gifted learners , teachers needs to be trained.