This document discusses potential positive and negative outcomes of identifying gifted students. It notes that while there are few benefits to labeling a child as gifted, providing an appropriately challenging curriculum tailored to their abilities can stimulate gifted children's natural curiosity and independent thinking. However, gifted children often face social isolation, bullying, and disengagement in standard classrooms. The document examines outcomes for students, teachers, and other stakeholders, noting that unaddressed, the negatives can outweigh the positives for students' psychological well-being and academic success.
The document discusses cognitive development in children and how it relates to literacy. It covers Jean Piaget's stages of cognitive development, Vygotsky's theories on social learning and scaffolding, and the importance of play, language development, and emergent literacy experiences in early childhood. Providing opportunities for children to explore, ask questions, problem-solve, and learn through social interactions is key to fostering cognitive growth and literacy skills.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
NJEA 2013 - Effective parent collaboration to support students with disabilitiesdirector_familyservices
Participants will learn a variety of strategies to promote effective collaboration between parents and staff in order to boost classroom success for students with disabilities.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
The document discusses creating a positive learning environment for children. It emphasizes the importance of observation, planning, and adapting the physical environment, activities, and teaching approaches to meet the diverse needs of all children in an inclusive setting. High-quality early education is said to help children achieve better long-term outcomes by providing warm, responsive relationships and continuously challenging learning experiences both indoors and outdoors.
The document discusses cognitive development in children and how it relates to literacy. It covers Jean Piaget's stages of cognitive development, Vygotsky's theories on social learning and scaffolding, and the importance of play, language development, and emergent literacy experiences in early childhood. Providing opportunities for children to explore, ask questions, problem-solve, and learn through social interactions is key to fostering cognitive growth and literacy skills.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
NJEA 2013 - Effective parent collaboration to support students with disabilitiesdirector_familyservices
Participants will learn a variety of strategies to promote effective collaboration between parents and staff in order to boost classroom success for students with disabilities.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
The document discusses creating a positive learning environment for children. It emphasizes the importance of observation, planning, and adapting the physical environment, activities, and teaching approaches to meet the diverse needs of all children in an inclusive setting. High-quality early education is said to help children achieve better long-term outcomes by providing warm, responsive relationships and continuously challenging learning experiences both indoors and outdoors.
This document discusses key aspects of teaching and learning for early childhood education. It addresses questions like how children learn, the role of adults, and characteristics of effective learning. Effective learning involves playing, exploring, being actively engaged, motivated, and thinking critically. Teachers should facilitate learning through providing time, resources, responsive interactions, and understanding children's development. Both Piaget and Vygotsky emphasized the importance of social relationships and environments for learning. The document also discusses assessing learning, dispositions, cognitive and other types of development in young children.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
Motivating disengaged students w solution tree symbol tapingAli Ahsan
This document discusses strategies for motivating disengaged students. It begins by explaining common reasons students lack motivation, such as protecting their self-worth and not seeing relevance in their schoolwork. It then identifies practices that can help engage unmotivated students, such as building strong relationships through constructive feedback and focusing on their strengths, using formative assessment to promote a growth mindset, and making lessons more relevant by connecting them to real-world applications. The document advocates for collaborative practices like professional learning communities to help all students learn.
This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.
An enabling environment is one that meets individual needs, fosters independent learning, and provides opportunities both indoors and outdoors for holistic development. Creating such an environment requires considering the physical space, emotional support, relationships between children and adults, and adaptations to teaching to meet diverse needs through differentiation. Measuring quality requires assessing elements like interactions, resources, and inclusive practices to ensure all children's needs and abilities are addressed.
Strategies for Reaching Students at Risk of Failingaschoenborn
Strategies for Reaching Students at Risk of Failing discusses interventions for struggling students. It provides descriptions of common behaviors of failing students and suggests interventions like writing steps on the board, using color-coded organization methods, and showing models of excellence. The document also discusses building relationships through equitable treatment, praise, interest in students, and avoiding withdrawals like breaking promises. Finally, it proposes strategies like menu assignments, student conferences, and significant sheets to improve student achievement.
Ev681 session 4 role and responsibilities parent-carer partnershipsPippa Totraku
This document discusses the roles and responsibilities involved in working with families, other staff within the school/nursery, and staff from external agencies. It emphasizes the importance of building positive relationships and partnerships with families, as the family is the child's first and most enduring educator. Effective collaboration between teachers, teaching assistants, and other professionals like social workers and educational psychologists is also essential to provide coordinated support for children's needs. Barriers to these partnerships include lack of time, clarity of roles, and mutual respect between home and school. The document provides guidance on conducting home visits, partnerships, communication, and overcoming challenges to establish strong home-school relationships and interagency collaboration.
This document contains 4 readings related to gifted education:
1. Summarizes an interview with Joe Renzulli who defines giftedness as above average ability, task commitment, and creativity. Issues in gifted education include lack of support, training, and differentiated learning models. Improvements are needed such as specialized training and mentoring programs.
2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
3. Discusses how gifted students differ greatly in their abilities. Lack of funding raises questions about
The document summarizes how The Creative Curriculum for Preschool aligns with the goals and objectives of the Colorado Building Blocks framework for early childhood education. It provides an overview of The Creative Curriculum, which is a comprehensive early childhood program, and describes how it guides learning in key domains. The document then lists each of the Colorado Building Blocks goals and objectives and maps them to the relevant parts of The Creative Curriculum, including its developmental continuum and supplemental publications on literacy and math.
Presentation brighton uni september 16 (3)Pippa Totraku
This document provides information about speech, language and communication needs (SLCN) and the roles of professionals who support students with SLCN. It defines terms like receptive language, expressive language, and social communication. Signs of different types of SLCN are outlined. The impact of unidentified SLCN on educational achievement, behavior, and future outcomes is described. Strategies teachers can use to support students with receptive, expressive, speech and social language needs are suggested. The importance of allowing mistakes and providing feedback is emphasized.
Chapter 3 embracing the mind set of chaingeartoutman
The document discusses how poverty can impact brain development but that the brain is also able to change based on environment. Early childhood intervention programs that provide enriched learning environments can help narrow achievement gaps and increase IQ scores. Key studies found benefits like improved language skills and higher rates of school completion from programs beginning in early childhood. While genetics play a role, the environment matters greatly and provides opportunities to positively influence cognitive development and academic performance.
Empower Your Child To Be A Successful LearnerDavid Krasky
This document discusses ways to empower children to be successful learners. It covers topics like intelligence, emotional intelligence, school success factors, and ways parents can enhance their child's abilities. The key points are: Intelligence is influenced by both genetics and environment. Emotional intelligence is important for learning and success. Hallmarks of successful students include being eager to learn, having social skills, and having supportive families/schools. Parents can foster skills like independence, self-esteem, and motivation through play, problem-solving practice, and positive discipline.
This document summarizes a presentation about autism in pre-school classrooms. It discusses how autism is often not diagnosed until around age 5.7, despite signs being noticeable earlier. It also provides perspectives from teachers on the challenges and rewards of working with autistic children. The core deficits of autism - social deficits, communication deficits, and restricted/repetitive behaviors - are outlined. The teacher's role in early recognition of signs, making appropriate referrals, and assisting with educational plans is also discussed.
This document provides information about ADHD and resources for teaching students with ADHD. It summarizes that approximately 9.5% of children have been diagnosed with ADHD as of 2007, representing a 22% increase over four years. From 1998 to 2009, ADHD prevalence increased to 10% in some US regions and for children living below the poverty level. The document discusses challenges students with ADHD face in school and strategies teachers can use to help these students succeed, including treating each student as an individual, understanding their perceptions, and having high expectations.
This document provides an overview of key concepts in child development and early years education. It discusses theories of child development, including behavioral, social learning, cognitive, and socio-cultural theories. It also covers principles of observation and assessment in early years settings. Key topics include attachment theory, emotional regulation, attention development, theory of mind, resilience, challenging behavior, and approaches to creating a positive learning environment. The document references theories from theorists such as Piaget, Vygotsky, Bruner, and Bandura to provide a holistic view of child development.
This document summarizes James Gallagher's contributions to curriculum and instruction for gifted students over four eras from 1964 to the 1990s. It provides an overview of Gallagher's early work defining characteristics of gifted students and approaches to teaching them arithmetic, science, and social studies. It describes Gallagher's later emphasis on collaboration and the content specialist model for curriculum development. The last section discusses Gallagher's view that curriculum should be driven by the needs and potential of individual students.
DEALING WITH CLASSROOM ADVERSITIES: Activities That Build ResilienceMann Rentoy
The document discusses declining student resiliency in colleges. Students today have not learned to solve their own problems or experience failure without adult intervention. Faculty are expected to lower standards and handhold more. Students are afraid of failure and need certainty. Failure has become seen as catastrophic. The document argues students need opportunities to experience struggle and failure to build resilience and a growth mindset.
Review of conscious discipline slide showakidsworld
Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
attitudes of a student as affected by the guidance provided by the parents wh...Renzhie Katigbak
This document provides an introduction to a study that will examine the attitudes of students who attend the same school that one or both of their parents work at. The introduction discusses how a child's environment can influence their behavior and development according to psychological theories. It also notes some potential negative effects of having a parent working at the same school, such as feeling restricted, as well as some positive effects like increased motivation. The study aims to determine the common attitudes exhibited by children in this situation.
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
This document discusses key aspects of teaching and learning for early childhood education. It addresses questions like how children learn, the role of adults, and characteristics of effective learning. Effective learning involves playing, exploring, being actively engaged, motivated, and thinking critically. Teachers should facilitate learning through providing time, resources, responsive interactions, and understanding children's development. Both Piaget and Vygotsky emphasized the importance of social relationships and environments for learning. The document also discusses assessing learning, dispositions, cognitive and other types of development in young children.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
Motivating disengaged students w solution tree symbol tapingAli Ahsan
This document discusses strategies for motivating disengaged students. It begins by explaining common reasons students lack motivation, such as protecting their self-worth and not seeing relevance in their schoolwork. It then identifies practices that can help engage unmotivated students, such as building strong relationships through constructive feedback and focusing on their strengths, using formative assessment to promote a growth mindset, and making lessons more relevant by connecting them to real-world applications. The document advocates for collaborative practices like professional learning communities to help all students learn.
This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.
An enabling environment is one that meets individual needs, fosters independent learning, and provides opportunities both indoors and outdoors for holistic development. Creating such an environment requires considering the physical space, emotional support, relationships between children and adults, and adaptations to teaching to meet diverse needs through differentiation. Measuring quality requires assessing elements like interactions, resources, and inclusive practices to ensure all children's needs and abilities are addressed.
Strategies for Reaching Students at Risk of Failingaschoenborn
Strategies for Reaching Students at Risk of Failing discusses interventions for struggling students. It provides descriptions of common behaviors of failing students and suggests interventions like writing steps on the board, using color-coded organization methods, and showing models of excellence. The document also discusses building relationships through equitable treatment, praise, interest in students, and avoiding withdrawals like breaking promises. Finally, it proposes strategies like menu assignments, student conferences, and significant sheets to improve student achievement.
Ev681 session 4 role and responsibilities parent-carer partnershipsPippa Totraku
This document discusses the roles and responsibilities involved in working with families, other staff within the school/nursery, and staff from external agencies. It emphasizes the importance of building positive relationships and partnerships with families, as the family is the child's first and most enduring educator. Effective collaboration between teachers, teaching assistants, and other professionals like social workers and educational psychologists is also essential to provide coordinated support for children's needs. Barriers to these partnerships include lack of time, clarity of roles, and mutual respect between home and school. The document provides guidance on conducting home visits, partnerships, communication, and overcoming challenges to establish strong home-school relationships and interagency collaboration.
This document contains 4 readings related to gifted education:
1. Summarizes an interview with Joe Renzulli who defines giftedness as above average ability, task commitment, and creativity. Issues in gifted education include lack of support, training, and differentiated learning models. Improvements are needed such as specialized training and mentoring programs.
2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
3. Discusses how gifted students differ greatly in their abilities. Lack of funding raises questions about
The document summarizes how The Creative Curriculum for Preschool aligns with the goals and objectives of the Colorado Building Blocks framework for early childhood education. It provides an overview of The Creative Curriculum, which is a comprehensive early childhood program, and describes how it guides learning in key domains. The document then lists each of the Colorado Building Blocks goals and objectives and maps them to the relevant parts of The Creative Curriculum, including its developmental continuum and supplemental publications on literacy and math.
Presentation brighton uni september 16 (3)Pippa Totraku
This document provides information about speech, language and communication needs (SLCN) and the roles of professionals who support students with SLCN. It defines terms like receptive language, expressive language, and social communication. Signs of different types of SLCN are outlined. The impact of unidentified SLCN on educational achievement, behavior, and future outcomes is described. Strategies teachers can use to support students with receptive, expressive, speech and social language needs are suggested. The importance of allowing mistakes and providing feedback is emphasized.
Chapter 3 embracing the mind set of chaingeartoutman
The document discusses how poverty can impact brain development but that the brain is also able to change based on environment. Early childhood intervention programs that provide enriched learning environments can help narrow achievement gaps and increase IQ scores. Key studies found benefits like improved language skills and higher rates of school completion from programs beginning in early childhood. While genetics play a role, the environment matters greatly and provides opportunities to positively influence cognitive development and academic performance.
Empower Your Child To Be A Successful LearnerDavid Krasky
This document discusses ways to empower children to be successful learners. It covers topics like intelligence, emotional intelligence, school success factors, and ways parents can enhance their child's abilities. The key points are: Intelligence is influenced by both genetics and environment. Emotional intelligence is important for learning and success. Hallmarks of successful students include being eager to learn, having social skills, and having supportive families/schools. Parents can foster skills like independence, self-esteem, and motivation through play, problem-solving practice, and positive discipline.
This document summarizes a presentation about autism in pre-school classrooms. It discusses how autism is often not diagnosed until around age 5.7, despite signs being noticeable earlier. It also provides perspectives from teachers on the challenges and rewards of working with autistic children. The core deficits of autism - social deficits, communication deficits, and restricted/repetitive behaviors - are outlined. The teacher's role in early recognition of signs, making appropriate referrals, and assisting with educational plans is also discussed.
This document provides information about ADHD and resources for teaching students with ADHD. It summarizes that approximately 9.5% of children have been diagnosed with ADHD as of 2007, representing a 22% increase over four years. From 1998 to 2009, ADHD prevalence increased to 10% in some US regions and for children living below the poverty level. The document discusses challenges students with ADHD face in school and strategies teachers can use to help these students succeed, including treating each student as an individual, understanding their perceptions, and having high expectations.
This document provides an overview of key concepts in child development and early years education. It discusses theories of child development, including behavioral, social learning, cognitive, and socio-cultural theories. It also covers principles of observation and assessment in early years settings. Key topics include attachment theory, emotional regulation, attention development, theory of mind, resilience, challenging behavior, and approaches to creating a positive learning environment. The document references theories from theorists such as Piaget, Vygotsky, Bruner, and Bandura to provide a holistic view of child development.
This document summarizes James Gallagher's contributions to curriculum and instruction for gifted students over four eras from 1964 to the 1990s. It provides an overview of Gallagher's early work defining characteristics of gifted students and approaches to teaching them arithmetic, science, and social studies. It describes Gallagher's later emphasis on collaboration and the content specialist model for curriculum development. The last section discusses Gallagher's view that curriculum should be driven by the needs and potential of individual students.
DEALING WITH CLASSROOM ADVERSITIES: Activities That Build ResilienceMann Rentoy
The document discusses declining student resiliency in colleges. Students today have not learned to solve their own problems or experience failure without adult intervention. Faculty are expected to lower standards and handhold more. Students are afraid of failure and need certainty. Failure has become seen as catastrophic. The document argues students need opportunities to experience struggle and failure to build resilience and a growth mindset.
Review of conscious discipline slide showakidsworld
Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
attitudes of a student as affected by the guidance provided by the parents wh...Renzhie Katigbak
This document provides an introduction to a study that will examine the attitudes of students who attend the same school that one or both of their parents work at. The introduction discusses how a child's environment can influence their behavior and development according to psychological theories. It also notes some potential negative effects of having a parent working at the same school, such as feeling restricted, as well as some positive effects like increased motivation. The study aims to determine the common attitudes exhibited by children in this situation.
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
This document discusses science education for students with special needs and those who are scientifically gifted and creative learners. It outlines techniques for catering to gifted students, including non-graded classrooms, special schools/classes, grade skipping, early admission, and acceleration/enrichment programs. It also describes the learning characteristics of gifted students, such as advanced problem-solving skills, verbal proficiency, intense curiosity, and power of concentration. The document advocates for creative and discovery-based learning through problem-solving activities and motivating experiences to develop students' thinking skills.
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and stimulate their talents. Properly identifying and educating gifted children allows them to fulfill their potential and become valuable contributors.
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and group gifted students together to develop their talents. The document concludes it is important to identify and stimulate gifted children through tailored education programs so their potential is not wasted.
The PTA plays an important role in student learning and addressing factors that discourage learning. Students may struggle due to their home environment, lack of motivation, lack of leadership skills, or issues with classroom environment. To help students, the PTA can work to increase parent involvement in education, provide support and encouragement at home, help develop students' interpersonal skills, and create a positive classroom setting. With cooperation between parents and teachers, many issues affecting student performance can be addressed.
A Review of Published, Evidence-based Research in Effectively Applying a Stre...Leila Pirnia
A review of published, evidence-based research in effectively applying a strengths-based approach in the development of twice-exceptional school-age children. Twice-exceptionality (or 2e) is defined as "students who demonstrate gifts and talents but also have a disability are known as twice-exceptional and do not fit the stereotypical characteristics of students with a disability or giftedness."
The research on utilizing strength-based strategies when working with twice-exceptional children offers concrete recommendations and best-practice guidelines for parents, educators, and counselors. These empirically-researched recommendations can be grouped and synthesized into the following general themes: 1) development of positive adult relationships, 2) development of strengths and talents, and 3) accommodation of multiple learning styles.
This document discusses common myths about gifted education and provides evidence to counter these myths. It addresses 10 myths, including that gifted children will do fine without support, that gifted students are always happy and well-adjusted, and that gifted programs require an abundance of resources. For each myth, evidence is presented showing that gifted students benefit from specialized instruction, may struggle socially or emotionally, and that effective gifted programs require investment but not excessive resources.
The document discusses 10 common myths about gifted education and provides evidence to counter each myth. Some of the key myths addressed include that gifted children do not need support or challenge, that giftedness is only about academics, and that gifted programs are elitist. The document provides research and evidence showing that gifted students have unique learning needs and benefit from specialized identification practices and programming tailored to challenge and support their advanced abilities.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
- It is important to recognize the different learning needs of advanced learners as they are likely to become future scientists. However, advanced learners are often overlooked in classrooms.
- Teachers need support to better identify advanced learners through things like professional development on their characteristics. They also need resources to provide appropriate enrichment activities.
- Twice-exceptional students, who are both gifted and have learning disabilities, are particularly likely to go unnoticed. Teachers require guidance on strategies like focusing on strengths and accommodating individual differences.
This document discusses enhancing math learning experiences for advanced and uninterested students. It argues that all students, including advanced learners, benefit from enrichment opportunities that match their potential. However, advanced learners are often overlooked due to large class sizes, teacher priorities, and biases. The document provides guidelines for identifying advanced learners through parent and teacher input and evaluating student performance compared to peers. It also discusses twice-exceptional students and the importance of recognizing both academic strengths and weaknesses. Teachers require support through professional development, resources, and smaller class sizes to effectively meet the needs of all students.
Running Head HOME SCHOOLING VERSUS TRADITIONAL SCHOOLING HO.docxcharisellington63520
Running Head: HOME SCHOOLING VERSUS TRADITIONAL SCHOOLING
HOME SCHOOLING VERSUS TRADITIONAL SCHOOLING 6
Home schooling Versus Traditional Schooling
Name
Institution
Home schooling Versus Traditional SchoolingAbstract
This research paper examines the difference between home schooling verses traditional schooling. It also unearths the deep rooted education concepts that brought about homeschooling. The study then describes why the number of parents choosing homeschooling as an educational option for their children is on the rise. This shift in educational options has in turn led to an increase in the popularity of home schooling. The paper will through analyses of the research, examine the causes of the current popular trends.
Children who are homeschooled are distinctively different from those who are traditionally schooled. This research paper shows that the level of success for children who are homeschooled gives a good agent for the home schooling type of education. Through research studies, this research paper will address other concerns which have been raised over time regarding success homeschooling. These concerns raised against home schooling are parental education levels and socialization, but research has proven that homeschooling as a form of education is very viable.
Table of Contents
Abstract 2
Discussion 4
Homeschooling 4
The advantages of homeschooling 5
Excellent education 5
Educational Freedom 5
Physical Freedom 6
Emotional Freedom 6
Religious Freedom 6
Closer Family Relationships. 6
Stability During Difficult Times. 7
Well-Rested Kids 7
Integrated and consistent education 8
No Busywork. 8
Disadvantages of homeschool 9
Academic achievement 10
Getting results 11
Socialization of Home schooled Students 11
Two major issues emerged as of significance in this study. 11
College for Home Schooled Students 12
Conclusion 16
References 17
Discussion
There are options for parents when deciding on their children's education. In order to make a worthy educational decision, parents need to understand the facts that surround the options they have and the implications that accompany their decisions. Although there is no research clearly showing which option is more beneficial to students, an argument for traditional schooling is that parents will always reap the fruits of traditional schooling each and every day (McGrath, 2000). Children who are homeschooled are socially deprived and backward is a key argument raised by those who are opposed to homeschooling. A contrast to their argument, research gives the opposite. It shows that children who are homeschooled are in a better position socially (Taylor, 2001). Both homeschooling of children and traditionally schooling obviously has positive views.Homeschooling
Homeschooling is becoming more popular every day, with a growth rate of 7 to 15 percent per year. There are about two million children currently learning at home. Homes.
The document is a statement of informed beliefs written by Mark Boatman for a class on families, communities, and culture. It outlines Boatman's teaching philosophy in 5 sections: all students can learn, teacher expectations, student social ecology theory, cultural diversity instruction, and curriculum for all learners. Boatman believes that effective teachers can teach to all ability levels, hold high expectations for students, understand influences on student development, promote cultural pluralism, and use various teaching methods to engage students. The goal is to encourage active learning and critical thinking to benefit all students.
This document discusses teaching strategies for educating gifted children. It begins by outlining the debate around gifted education and increasing global interest in customized programs. While programs for disabled children have received priority, gifted children's potential has often been neglected. The document then examines characteristics of gifted children like rapid learning, strong reasoning skills, and early reading. It provides teaching strategies teachers can use to meet gifted children's unique learning needs, such as promoting higher-order thinking. The overall discussion focuses on finding the most suitable approach to educating gifted children without damaging their nature.
An investigation of factors influencing students difficulties in learning art...Munirah Tahamid
This paper investigates factors that influence students' difficulties in learning art and design. It discusses background factors like socioeconomic status, language barriers, school facilities, and the willingness of students and teachers. Recommendations include providing stimulating learning experiences, addressing family issues, ensuring understanding of terminology, and improving communication between teachers, students and administrators to foster learning.
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
The document discusses gifted children and advocacy. It defines gifted children as those who demonstrate high achievement in intellectual, creative, artistic or leadership abilities that require specialized services beyond typical schooling. Joe Renzulli's three-ring model of giftedness includes above-average general and specific abilities, creativity, and task commitment. Gifted children may excel academically or in visual-spatial talents like art, music, drama or sports. The document also discusses gifted underachievers, effective classroom strategies, myths and challenges faced by gifted learners.
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
(
384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. GIFTED
CHILDREN
“ He was educated in the methods of the Austrian School Reform Movement which advocated the
stimulation of the natural curiosity of children and their development as independent thinkers,
instead of just letting them memorize facts. – Wikipedia (on Ludwig Wittgenstein)
”
Author: Trudy Stephens, Gifted Children (2001918)
Editor: Pharaoh Dubane (2013829)
Layout: Pharaoh Dubane (2013829)
3. Contents:
1. Potential positive and negative outcomes of identifying a student as gifted for the
student, teacher and other stakeholders.
2. Positive outcomes for the student.
3. Negative outcomes for the student.
4. Positive outcomes for the teacher.
5. Negative outcomes for the teacher.
6. Positive outcomes for other stakeholders.
7. Negative outcomes for other stakeholders.
8. Questions to be considered to assist the development of gifted children.
9. Reference List.
4. 1. Potential positive and negative outcomes of identifying a student as gifted
for the student, teacher and other stakeholders.
The Differentiated Model of Giftedness and Talent (DMGT) is a theory about talent emerging from gifted
abilities through a process of learning and training. Giftedness is defined as having and using untrained
natural abilities in at least one ability area that places the child among the top ten percent of peers of the
same age. Whereas talent is the mastery of developed abilities or skills and knowledge in at least one area
that places the child among the top ten percent of peers of the same age that have been active in that
area for approximately the same amount of time (Gagne, F., 2003).
There are definitely more negative outcomes from being identified as gifted than there are positives. The
student experiences many negative effects of being gifted whether they are identified or not. Most of the
negative outcomes for teachers and other stakeholders are also negative for the student. Many of the
positive outcomes for the teacher can be viewed as negative depending on the teacher’s outlook as it
involves more of the teachers time to accommodate to the gifted. For the parents of a gifted child it must
be heartbreaking for your child not to have friends, have difficulty fitting in, being bullied and the school
may not be addressing these issues and may not be providing a suitable and challenging curriculum.
2. Positive outcomes for the student
There are very few positive outcomes for the student. They all relate to being gifted not to being identified
as gifted. The only positive outcome of being identified as being gifted may come if the child has a
dedicated teacher that provides a challenging curriculum and allows the child to work in their most suited
environment. This could happen if the teacher is tuned-in to each child’s abilities and providing a varied
curriculum to suit, without labelling the child as gifted which only creates more problems than benefits.
Gifted children have been described as being more independent, motivated, flexible, self-accepting, and
psychologically better adjusted than their peers (Clark, B., 2008).
They show an ability to concentrate, remain focused, and resist interruptions (Kay et al., 2007).
Concentration is defined as the ability to shut out irrelevant stimuli and continue working on the same task
(Gagne, F., 2003).
Gifted children also exhibit a prevailing capacity to reason, conceptualise, and think critically (Kay et al.,
2007). It has been reported that gifted children show higher levels of empathy, unselfishness and
consideration for others (Falk, R.F. et al, 1994). They tend to have lower levels of anxiety (Clark, B., 2008).
5. 3. Negative outcomes for the student
There are many negative outcomes of being gifted, these issues become a bigger problem when the child
is labelled as gifted as it further differentiates them from their peers.
Gifted children often set high goals for themselves which can be an asset that pushes them to their
potential. However if goals are unrealistic it can make them feel frustrated, incompetent and inadequate
(Clark, B., 2008). These children have very little in common with their peers and are perceived as being
different (Kay et al., 2007). They are often teased for being different and made to believe that there is
something wrong with them. Others do not understand their extreme energy, excessive sensitivity and
awareness and see them as over-reacting over ‘nothing’ (Piechowski, M., 1997).
Feeling intimidated by their mature vocabulary and not understanding their sophisticated jokes can lead
to harassment from others. This harassment may come from peers or from an adult that feels threatened by
vocabulary, knowledge, or understanding that is broader than their own (Kay et al., 2007).
Other children cannot relate and do not share the same interests as their gifted peers. It is rare for gifted
children to find peers that they can share their deepest thoughts and most passionate interests which
results in the gifted child feeling more comfortable with older children or with adults. It can also lead to the
child having a low social self-perception (Kay et al., 2007).
Trying to fit in and being rejected can cause serious psychological damage which can develop into
depression and suicidal tendencies. They may contemplate doing harm to others as a result of the severe
bullying from being different (Kay et al., 2007).
School work can present more problems for the gifted child. Repetitive tasks that reinforce concepts they
fully understand, low levels of discussion, and inappropriate curriculum being offered can cause the child
to become bored, frustrated and disengage. Even new concepts become boring quickly as the majority
of the class need to perform similar problems over and over again to be able them to understand it.
Homework that is not challenging makes it impossible for a child to develop a decent work ethic or study
skills as they never have a need for these skills. When the child reaches high school or a higher level of study
it becomes increasingly difficult for them to achieve good grades as they have not gradually developed
these skills as they progressed through primary school (Kay et al., 2007).
Group work creates further problems for the gifted child and rarely benefits them academically. The
majority of the time their abilities go beyond those of their peers and they are put in a situation where if
6. other people in the group do any of the work, the group would get a lower mark. So they either have to do
all the work (which defeats the point) or accept that their marks would be reduced by the group (Kay et
al., 2007).
Sometimes the gifted child is grouped with the slowest students to help them achieve better marks.
Sometimes they are put with the bullies to persuade them to get along better, however this could lead to
the bullies getting the opportunity to intimidate the child into doing their work (Kay et al., 2007).
When the situation arises were the children are encouraged to select their own groups this can cause the
gifted child to encounter further problems. As they may not have friends they are put into a group where
they are not wanted (Kay et al., 2007).
A major problem for gifted children in the school setting is the age-grouped classrooms (Clark, B., 2008). For
children to get appropriate educational experiences it would be more beneficial for them to be grouped
according to ability for each subject area.
4. Positive outcomes for the teacher
Positive outcomes for the teacher are only a matter of opinion if the teacher is up for the challenge. It
would involve a lot more time and in some cases the teacher may feel intimidated by the child being
intellectually at their level and possibly above for some teachers.
The needs of gifted and talented children should be recognised and suitable educational programs put in
place to meet these needs. This would greatly benefit the children by engaging them and fulfilling a sense
of competence. Appropriate curriculum will encourage children to work efficiently and effectively. This
would help them to develop good problem-solving skills and see solutions from many viewpoints.
Appropriate learning experiences will allow gifted children to develop academically and intellectually
(Clark, B., 2008).
It is important that assignments are relevant and based on the child’s areas of interest, as well as being
challenging with a focus on high-order thinking. Children need guidance to use high-order thinking skills
and a curriculum that integrates these skills. The curriculum requires appropriate selection of materials,
experiences, and assessment criteria that are suited to the child’s advanced learning rates and need for
complex opportunities (Kay et al., 2007).
7. The rate of learning must be flexible in each subject area so that it is only increased in the areas that the
child excels in. The learning experiences should be complex enough to be challenging, yet not too
complex that the child has trouble and feels inadequate (Kay et al., 2007).
The child needs opportunities to enhance their abilities, whereas the lack of such opportunities inhibits
development. Equal opportunity does not mean the same opportunity. To provide an equal educational
opportunity for children so they can develop to their fullest potential, each child should be educated at
their level of development (Clark, B., 2008).
Provide opportunities for the gifted child to develop friendships with other children that are at a similar level
of intelligence, even if this means that they work in a higher grade level for some subjects. It is also
beneficial for the child to have the opportunity to have one-on-one interaction with the teacher (Kay et
al., 2007).
5. Negative outcomes for the teacher
Negative outcomes for the teacher are also negative outcomes for the child.
Morelock (1996) pointed out that gifted children have special needs as they learn and function differently
and require a different level and type of cognitive stimulation (Clark, B., 2008). They have a need for
differentiated curriculum and will need support to maintain their academic motivation (Kay et al., 2007).
The gifted child is also at a higher risk of adverse effects socially and emotionally (Clark, B., 2008) and may
need counselling to help them cope with being so different from their age peers (Kay et al., 2007).
If gifted children are not given opportunities to participate in real-world issues where they believe they can
make a difference, then they can be reduced to cynicism and antisocial behaviour (Clark, B., 2008).
Behaviour management strategies will often not work as the child will test the limits.
Techniques that appeal to reason, instead of trying to manage the behaviour or the child will be more
effective (Kay et al., 2007).
Gifted children may become sensitive and have an intense reaction when routines are not predictable
(Piechowski, M., 1997). Children with autism also have severe reactions when there are disruptions to their
routine (Dodd, S., 2005).
8. When a child’s development is limited it can lead to both physical and psychological dysfunction.
Restricting children to move beyond what they have previously accomplished makes them become
bored, discouraged, frustrated, and angry and feel diminished (Clark, B., 2008).
The child may either withdraw all together or become angry and hostile toward those who take a long
time to understand concepts. This can lead to social isolation, reduced self-esteem, and feeling frustrated
that they are not learning anything. The children are then at risk of feeling like they are not important
enough to have their needs met (Kay et al., 2007).
Children become non-productive in school if not challenged and when learning periods are time-based
and do not allow for task completion (Kay et al., 2007). Many gifted children do not perform to their tested
ability. Some studies have found that between 10 and 20% of students that do not complete high school
have previously been recognised as gifted. Being gifted is no reassurance of academic success.
Underachievement may be the result of the child perceiving that there is too much pressure to perform
academically from the teacher and/or parent; having a parent that is not well educated or does not
value education; having a sibling that is faultless; the child rebelling; inappropriate curriculum; the attitudes
of others; or a disability (Rimm, S., 2003).
Intelligent underachievers often have an interest in extra curricula activities that are different to their peers
this interest further isolates them from their peers and makes them socially withdrawn (Kay et al., 2007).
Gifted children may feel uncomfortable in larger group situations as large-group mentality often leads to
bullying about the child’s differences, this is less likely to occur in small groups (Kay et al., 2007).
6. Positive outcomes for other stakeholders
There are very few positive outcomes for the family of a gifted child.
Robinson (1999) reported that younger siblings of a gifted child have less anxiety and were considered to
be well behaved, have social competence, and show few signs of behaviour problems (Clark, B., 2008).
This could be due to the fact that gifted children often get along well in sibling relationships and prefer
one-on-one play situations (Kay et al., 2007).
A child’s environment can have a positive or a negative impact. Environmental catalysts can include
geographical, socio-economic and family aspects. Chance plays a major role on the environment that the
child is exposed to (Gagne, F., 2003).
9. 7. Negative outcomes for other stakeholders
The negative outcomes for the family of gifted a child are also negatives for the child.
Research about parents of students who underachieve has indicated a series of negatives. Some reports
mention inconsistent, overly strict, or overly indulgent domestic discipline to be contributing factors to
underachievement. Other research suggests that conflicting attitudes between the parents can also lead
to underachieving. Common characteristics of parents of underachievers include unresponsiveness, lack
of interest, poor relationships that show little or no affection, and do not value education (Kay et al., 2007).
Gifted children in a low socio economic population encounter further problems as many people have the
attitude that giftedness cannot exist in this population. Also resources to assist these children are often
limited. Gifted children in these populations often exhibit an external locus of control which means they
believe that their actions have no relationship to what happens to them (Clark, B., 2008).
Gifted children can also have a disability such as visual or hearing impaired, communication or behaviour
disordered, emotionally disturbed, physically disabled, and learning disabled (Clark, B., 2008).
Sometimes families do not allow the gifted child to pursue unique activities as they feel that they would be
of no interest to or beyond the capability of other siblings (Clark, B., 2008).
Many gifted children end up being home-schooled as often the school curriculum does not meet the
needs of these children (Kay et al., 2007).
Labelling a child as gifted can result in high expectations from parents, teachers and the child. This
labelling can make parents that do not have a good educational background feel inadequate to guide
their child’s development. The label can result in unrealistic expectations and the assumption that the child
should be gifted in all areas (Clark, B., 2008). I believe that all children are better off not to be labelled and
just given the opportunity to work and develop at their own pace and at a challenging yet achievable
level.
8. Questions to be considered to assist the development of gifted children
1. Are gifted children more likely to experience emotional problems?
2. Do the characteristics of gifted children cause them to become socially isolated?
3. What can the families and teachers of gifted children do to support gifted children?
4. What is required to allow gifted children to reach their potential and be productive? (Baldwin, A.
& Vialle, W., 1999).
11. Reference List
1. Baldwin, A. & Vialle, W. (1999). The many faces of giftedness: Lifting the masks. Canada:
Wadsworth Publishing.
2. Clark, B. (2008). Growing Up Gifted, Los Angeles: Pearson Education, Inc.
3. Dodd, S. (2005). Understanding Autism, NSW, Australia: Elsevier.
4. Falk, R.F., Piechowski, M. & Lind, S. (1994). Criteria for Rating Intensity of Overexcitabilities (Manual),
unpublished manuscript, Northland College, Ashland, Wisconsin.
5. Gagne, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N.
Colangelo & G. Davis (Eds.). Handbook of gifted education (3rd edition). Boston: Allyn & Bacon.
6. Kay, Robson and Fort Brenneman. (2007). High IQ Kids, United States of America, Free Spirit
Publishing Inc.
7. Piechowski, M. (1997). Emotional giftedness: The measure of intrapersonal intelligence. In N.
Colangelo & G. Davis (Eds.). Handbook of gifted education (2nd edition). Needham Heights, MA:
Allyn & Bacon.
8. Rimm, S. (2003). Underachievement: A national epidemic. In N. Colangelo & G. Davis (Eds.).
Handbook of gifted education (3rd edition). Boston: Allyn & Bacon.
9. Images:
www.wikipedia.org
www.google.com
pharaohdubane.blogspot.com | : Pharaoh Dubane
THIS MATERIAL IS FREE AND MAY BE DISTRIBUTED FREELY.
Edited & Supplied by: