Gifted
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The document discusses the nature, characteristics, and activities of gifted students, specifically those who are gifted in mathematics. It defines mathematical giftedness and notes that gifted students typically have IQs above 130 and multiple intelligences. The document outlines general characteristics of gifted students like making connections quickly and having excellent memory, as well as special characteristics of mathematically gifted students like recognizing patterns and asking profound questions. It recommends that gifted students be provided enrichment programs and better learning experiences to develop their exceptional abilities and notes that properly directing their energy is important.
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1) The document discusses different types of learners - gifted learners, slow learners, and culturally deprived learners. It outlines characteristics and techniques for identifying and teaching each type of learner.
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This document discusses teaching students with special gifts and talents. It begins by defining special gifts and talents, noting a difference between the terms - gifted refers to academic ability while talent refers more to creative or artistic skills. It then outlines categories of special gifts, features of gifted students, barriers teachers face, and strategies for inclusion. Specifically, it recommends differentiating instruction through modifying processes, products and learning environments to meet gifted students' needs within inclusive classrooms.
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Gifted children are, by definition, "Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities."
By
Dr. Gail Gross, Contributor
Human Behavior, Parenting, and Education Expert, Speaker, Author. Ph.D., Ed.D., M.Ed.
Common characteristics
There are some common characteristics the gifted child may possess. The gifted child may be:
• Self-disciplined, independent, often anti-authoritarian.
• Zany sense of humor
• Able to resist group pressure, a strategy that is developed early
• More adaptable and more adventurous
• Greater tolerance for ambiguity and discomfort
• Little tolerance for boredom
• Preference for complexity, asymmetry, open-endedness
• High in divergent thinking ability
• High in memory, good attention to detail
• Broad knowledge background
• Need think periods
• Need supportive climate, sensitive to environment
• Need recognition, opportunity to share
• High aesthetic values, good aesthetic judgement
• Freer in developing sex role integration; lack of stereotypical male/female identification.
RAISE THE KIND OF PERSON YOU'D LIKE TO KNOW
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Differences between the sexes
However, studies have shown that the characteristics of the gifted child can differ on the basis of sex.
The following are common characteristics of the female gifted child:
• She likes school, especially courses in science, music, and art.
• She likes her teachers.
• She regularly reads news, magazines, an other non-required reading.
• She is active in drama and musical productions.
• She does not go out on dates as often.
• She is a daydreamer.
The following are common characteristics of the male gifted child:
• He dislikes school.
• He dislikes teachers and thinks they are uninteresting.
• He does little homework.
• He dislikes physical education and seldom engages in team sports.
• He is regarded as radical or unconventional.
• He often wants to be a lone to pursue his own thoughts and interests.
N U Giftedwhite2
This document provides an overview of teaching gifted students, including definitions of giftedness, characteristics of gifted learners, and strategies for differentiation. It discusses the philosophy and programs for gifted education in Northbrook/Glenview School District 30. The document highlights that gifted students learn quickly and benefit from accelerated and enhanced content. It also notes that underachievement in gifted students can stem from boredom with routine work and a lack of challenge, and teachers should support gifted learners' strengths and interests.
Critical role and habits of effective curriculum implementoor
This document discusses the roles of various stakeholders in curriculum innovation. It defines curriculum innovation as improving education through adapting teaching methods. Teachers play a key role in planning, creating, and delivering curricula. Principals oversee curriculum implementation and ensure teachers teach the curriculum. Other stakeholders like students, parents, community members, and professional organizations also shape curricula. Highly effective teachers and principals display habits like taking responsibility for student success, understanding motivation, and continually improving instruction.
Great lessons
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
Great lessons
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
Assignment
The document discusses slow learners in mathematics. It defines slow learners as students who are unable to keep up with the expected work for their age and have IQ scores ranging from 70-90. Some key characteristics of slow learners in math include low intelligence, short attention spans, difficulty with abstract ideas, and an inability to detect their own errors. The causes of slow learning can include physical issues, mental disabilities, lack of support at home, lack of interest, irregular study habits, unsupportive teachers, and ineffective teaching methods. The conclusion recommends that teachers provide individualized attention, adequate drill practice, review sessions, and relevant learning experiences to help slow learners improve their math skills and proficiency.
Supervised school visit ppt
This document discusses key aspects of elementary and middle school teaching. It covers 4 common aspects: the teacher, learner, content, and school environment. The teacher must be expertly organized, inspire students, and continually improve their skills. Learners have diverse backgrounds and develop through social interaction. Content includes the intended curriculum and managing risks. The school environment involves different classroom structures and maintaining a positive academic culture.
online assignment
This document discusses different types of exceptional children, including gifted children, slow learners, and culturally deprived children. It provides characteristics and activities for each group. Gifted children are defined as those who perform remarkably in intellectual or creative pursuits. Their characteristics include rapid learning, broad knowledge, and original thinking. Suggested activities include advanced reading lists, modified assignments, and special projects. Slow learners have difficulties keeping up with age-appropriate work and have short attention spans. Culturally deprived children may be slow to adapt to classroom expectations due to lack of educational opportunities. The document concludes that exceptional children require special treatment in school to help them reach their full potential.
online assignment
This document discusses different types of exceptional children, including gifted children, slow learners, and culturally deprived children. It provides characteristics and activities for each group. Gifted children are defined as those who perform remarkably in intellectual or creative pursuits. Their characteristics include rapid learning, broad knowledge, and original thinking. Suggested activities include advanced reading lists, modified assignments, and special projects. Slow learners have difficulties keeping up with age-appropriate work and have short attention spans. Culturally deprived children may be slow to adapt to classroom expectations due to lack of educational opportunities. The document concludes that exceptional children require special treatment in school to help them reach their full potential.
30 Methods To Improve Learning Capability In Slow Learners
This document discusses 30 methods for improving learning capabilities in slow learners. It begins by defining slow learners as students who can achieve academically but work below average grade levels, scoring lower on IQ tests. Some key characteristics of slow learners are short attention spans, difficulty with abstract concepts, and careless work habits. The document then provides 30 specific methods teachers and parents can use, such as encouraging even small achievements, setting goals and timetables, providing memory tips, giving extra attention and guidance, addressing any physical or mental issues, and creating confidence in students' interest areas. Overall, the document aims to help teachers and parents better support slow learners.
Pedagogy or child learning
Pedagogy refers to the art and science of teaching children and is based on assumptions about child learners being dependent on the teacher, having limited experience, and viewing learning as acquiring knowledge from the teacher. Pedagogy involves teacher-directed learning and evaluation based on grades. Andragogy refers to adult learning and is based on adults being self-directed, having accumulated experience to draw from, and applying knowledge immediately. Andragogy involves flexible, collaborative learning between teachers and students. The key differences between pedagogy and andragogy are that pedagogy is teacher-centered while andragogy is learner-centered, and pedagogy focuses on content transmission while andragogy focuses on process and personal development.
assignment
The document discusses characteristics of gifted students, specifically those that are mathematically gifted. It outlines general characteristics like making associations quickly and having an excellent memory. Special characteristics of mathematically gifted students are listed, such as recognizing patterns readily and enjoying speculation on generalizations. The document also discusses enrichment programs for gifted students, suggesting a differential curriculum or enrichment within the existing curriculum to provide additional learning opportunities and motivate mathematically gifted students.
Gifted Education Advocacy Presentation
The document discusses gifted learners, including common characteristics like intense focus, quick learning, and sensitivity. It addresses common problems gifted students face like boredom, underachievement, and peer issues. The document also aims to dispel myths about giftedness, such as the ideas that giftedness is only in academics or requires an exceptional IQ. It emphasizes that both nature and nurture contribute and that gifted students need specialized support to reach their potential. The document concludes by discussing programming and curriculum options that can help meet gifted students' unique academic needs.
Modification of Curriculum Instruction and Activities For the Gifted
1) Enrichment programs supplement the academic curriculum through special projects and activities to allow gifted students to learn in greater depth and breadth. They provide stimulating challenges beyond the standard curriculum.
2) Ability grouping places students of similar academic abilities together for instruction instead of mixing ages and grades. It benefits gifted students through specialized instruction tailored to their advanced abilities.
3) Differentiation strategies like modifying content, processes, environment, and products can expand learning for gifted students. This ensures their instruction is appropriately challenging.
Are they the same pp
This document discusses strategies for teaching mixed-ability classes. It begins by noting that some teachers view mixed-ability classes as a problem, when they could instead be seen as a natural occurrence. It then explores how children differ in terms of intelligence, background, interests, and other factors. The document provides suggestions for responding to these differences, such as using group teaching, differentiated tasks, and varying teaching methods. It also addresses challenges like time management and aiming lessons at the right level, providing solutions such as creating independent work and clear instructions. Finally, it emphasizes having high expectations for all students and avoiding labeling them.
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- 1. 1 NEW B.Ed COLLEGE NELLIMOODU B.Ed COURSE 2014-2015 ONLINE ASSIGNMENT NAME : ASWATHY.C.B OPTION : MATHEMATICS CANDIDATE CODE : 18014376007
- 2. 2 TOPIC NATURE, CHARACTERISTICS AND ACTIVITIES OF GIFTED STUDENTS
- 3. 3 INTRODUCTION Teachers must aware of the individual differences that exist among the students. There are wide variations in ability, ranging from the academically gifted to the very unintelligent as well as those whose performance is always low with respect to their achievement. If instruction is to be really effective, the teacher to go on changing the gear so as to suit the conditions of the path of learning. Adopting the same style of instruction to a heterogeneous group is not at all scientific. Students may be classified as gifted children, slow learners, low achievers and underachievers. A student is considered as gifted if he exhibits consistent remarkable interest and thereby maximizes his achievement in the subject. Gifted students have to be identified by the teacher. NATURE, CHARACTERISTICS AND ACTIVITIES OF GIFTED STUDENTS Mathematical giftedness is the name given to a unique aggregate of mathematical abilities that opens up the possibility of successful
- 4. 4 performance in mathematical activity. Mathematically gifted students could be thought of as who have special mathematical abilities. Usually in a school number of mathematically gifted students will be 2 or 3. The natures of gifted students are: 1.The IQ of gifted children will be above 130. 2.They have multiple intelligence like linguistic, musical, and logical-mathematical inter personal and intrapersonal. 3.They have high data organization ability. 4.They have flexibility in handling data. 5.They are highly creative in nature. 6.They have good study habits. 7.They show different aptitudes and abilities CHARACTERISTICS OF MATHEMATICALLY GIFTED STUDENTS The secondary school curriculum committee gives the following general and special characteristics which mark mathematically gifted.
- 5. 5 GENERAL CHARACTERISTICS • Make associations readily and retains them indefinitely. • Recognizes similarities and differences quickly. • Has excellent memory, good vocabulary, broad span of attention and high reading ability. • Pursues interest with tremendous energy and drive. • Uses his spare time productively. SPECIAL CHARACTERISTICS • Recognizes patterns readily and enjoys speculating on generalizations. • Prefers to think on higher level of abstraction. • Classifies particular cases as special cases of more general situations with relative case. • Follows a long chain of reasoning, frequently anticipation and contributing. • Frequently asks profound questions. • May be reading mathematics books year ahead of his age. • Frequently impatient with drill and details that he thinks are not important.
- 6. 6 • Possess excellent problem solving skills. ACTIVITIES OF GIFTED CHILDREN Gifted children have many hobbies and interests. They have high level of energy. They are sometimes hyperactive. They do things on their own. They work independently for long periods of time. They enjoy higher mathematical puzzles. They can understand and explain mathematical problems recently read. They are quick to grasp generalizations. Sometimes they become frustrated and sometimes enjoy sarcasm. They will be bossy in group activities. They will be highly active in mathematics club and its activities. They always participate in Mathematics quiz and discussions on the topics in Mathematics. EDUCATIONAL NEEDS OF GIFTED CHILDREN • Need for knowledge and understanding. • Need for creativity.
- 7. 7 • Need for self expression and self actualization. • Need for development of his exceptional abilities. The gifted children have tremendous energy with a lot of determination to realize the goals. If not directed properly, this reservoir of energy may go waste and sometimes may create serious problems for the individual and society. Enrichment programs should be provided to them. Better learning experiences should be provided to them. CONCLUSION Giftedness means ability as a personal trait that enables one to perform a given task rapidly and well, and contrasts this to a habit or skill, which relates to the qualities or features of the activity a person is carrying out. Identification and arranging enrichment programs for gifted students is the duty of a teacher. A teacher should identify such children and provide them learning activities that would help in developing that intelligence to the maximum possible. If this is done properly least a few of them are likely to rise to the highest possible level.
- 8. 8 REFERENCE Dr. Sivarajan – Methodology of teaching and pedagogic analysis, Mathematics education-Calicut University. Dr. Anice James -Teaching of Mathematics- Neelkamal Publications PVT.LTD. http://www.ri.net/gifted_talented_mathematics.