The document discusses lecturing gifted children and provides guidance on effective lecturing techniques. It notes that lectures should promote active learning over passive learning, encourage higher-order thinking skills, and meet individual student needs. Lectures for gifted children specifically need to keep them engaged through varied teaching strategies, active participation, and relevance to their interests.

1. Lecturing gifted children EDS 2101 Av, Ed, Jason and Aaron

2. True or False? Successful lectures promote passive teacher-centred learning. Q&A should not be encouraged during lectures. All gifted children are geniuses. Gifted children do not require support. All students are capable of making effective notes. Lectures cannot encourage reflective thinking.

3. Best used for large groups Teacher has control over : content, pace and questions Providing new information or introducing a new concept Provide the ‘big picture’ Features, why lecture?

4. Highlighting differences/similarities or linking concepts together Explore a lot of information in a relatively short period Provides the same point of reference for all students Creates an organized flow between different concepts in the lecture Features, why lecture?

5. Limitations (Freiberg, p. 211) Lectures can be boring Participation limited to 12% of the total class time Difficult to determine student learning and receive feedback Students with insufficient note taking skills are disadvantaged Tendency toward passive learning (Fry, p.85) Individual student needs are rarely met or even identified

6. Learning processes (Freiberg, p. 211) Ineffective lectures tend to… Emphasise lower level cognitive skills of memorization and recall rather than higher level thinking of synthesis and evaluation. Rarely provides opportunities for the inclusion of the psychomotor domain and affective learning.

7. Effective lectures tend to… Provide the opportunity for students to be engaged with the topic. Promote an active learning environment, that is students take part in the lecture and contribute to the overall learning of the class. Encourage higher level learning like analytical learning and evaluative learning. Provide an affective learning experience, learning linked to a strong memory or emotional state. Learning processes (Freiberg, p. 211)

8. Myths about gifted children (Webb & Meckstroth & Tolan, 1982, p. 9, Table 1) Common in public perception Everything is going their way. Can succeed without help. Their families prize their special abilities. Valued primarily for their brainpower. More stable and mature emotionally Got “something for nothing” Want to be social isolates.

9. common among parents and educators Not aware of being different unless someone tells them Will reveal their giftedness Giftedness needs to be emphasised Need constant challenge by others to achieve Need more discipline Assume extra responsibility for others Enjoy serving as examples for other children Myths about gifted children (Webb & Meckstroth & Tolan, 1982, p. 9, Table 1)

10. Characteristics (Webb & Meckstroth & Tolan, 1982, p. 46 Table 4, p.15, 16, 17) View world non-traditionally Divergent thinkers Do things differently Like to experiment Energetic/enthusiastic If not engaged they get bored easily, daydream. Highly developed curiosity and limitless supply of questions

11. Focused on personal interests Can retain a great deal of information Hop and skip from interest to interest – wide range of interests Not always as mature as intelligent Good vocabularies Often read earlier than most children Identify with each other Unusual sense of humour Characteristics (Webb & Meckstroth & Tolan, 1982, p. 46 Table 4, p.15, 16, 17)

12. Needs (Webb & Meckstroth & Tolan, 1982, p. 17, 29, table 3 p.36, table 6 p.67) Guided focused supportive environment Collaborative/cooperative learning environments Teachers to work from where they are Individual needs to be met Active participation, empowerment, choices Constructive criticism and positive reinforcement Encouragement at attempts not just success

13. Consistency and transparency Passionate enthusiastic teaching with realistic high expectations Teaching that is relevant to life, interests and future To belong, be liked by others, accepted To feel good about themselves Respect as an individual, not just as a learner Help and opportunities to explore and recognise feelings Needs (Webb & Meckstroth & Tolan, 1982, p. 17, 29, table 3 p.36, table 6 p.67)

14. Implications Students at all levels must be catered for provide focused opportunities for student involvement Lessons must be developed with an awareness of students knowledge/prior experience Students choices to actively participate in lectures

15. Creative advice Plan and organise your lecture Check what time of day your delivering your lecture Limit the lecture to 3 – 5 concepts: don’t overload State the objectives of the lecture Indicate how the lecture links in the big picture Intersperse with other teaching strategies Lectures contextualised in student’s interests Place yourself in the students’ position

16. Variate the stimulus every 10-15 minutes, your pace must match your students Use humour Use cueing, let them know what’s especially important. Utilise varied media Use student interaction to stimulate active participation Supply handouts Utilise a review Help students make lecture notes Walk around the space, check student notes Creative advice

17. 3 Goals of the lecture Informative: provides information – content analysed into concepts/sub concepts then sequenced Motivated: to motivate students primarily to provoke an interest in the subject Reflective/critical thinking – encourage reflection/critical thinking

18. Variations of the lecture (Freiberg,2005, p.212) Pure lecture Chalk/talk Guided note taking lecture A/V lecture Combination lecture Mini lecture

19. Main teaching steps Freiberg, 2005, (p. 207 ) Identify 2 or 3 key concepts to be included in lecture and provide examples of concepts Prepare notes that highlight key concepts Use analogies, stories and examples to support your ideas Close lecture with summary of key points

20. Guidelines for lectures Content material should be presented in small steps Presentations should focus on 1 thought or idea at a time Avoid digressing during lectures Modeling should accompany lecture Best accompanied by varied and specific examples Have detailed explanations for difficult concepts Check for student understanding before proceeding to next point Monitor progress with questions during the lecture Stay on topic until students understand

21. SWOT analysis Strengths 1. Most information can be delivered in short space of time 2. Teacher has highest degree of control over pace, content and organization Provides opportunity to sharpen/practice note taking Weaknesses 1. Can be boring, passive learning 2. Reduced opportunity for student feedback, difficult to determine student understanding 3. Not all students are effective note takers

22. Opportunities. 1. Stimulus variation : humor, voice and visuals Combination lectures : Q&A, discussion, etc. Opportunity to teach note taking, guided note taking, supply references Threats/risks. 1. Gifted children get bored easily unless actively stimulated 2. Gifted children want active participation in learning with individual learning needs to be met 3. Gifted students generally will not write notes for what they already know

23. Conclusion Reviewing what we have covered… Features of lecturing Gifted students Goals of lecturing

24. References Driscoll, A., & Freiberg, H.J. (2005). Universal teaching strategies 4 th ed. Boston : Pearson Education Inc. Fry, H., & Ketteridge, S., & Marshall, S. (1999). A handbook for teaching and Learning in higher education . London : Kogan Page Ltd Gibbs, G., & Habeshaw, T. (1989). Preparing to teach . Bristol : Technical and Educational Services ltd Gibbs, G., & Habeshaw, S., & Habeshaw, T. (1984). Interesting things to do in your lectures . Bristol : Technical and Educational Services ltd Tolan, S.S., & Meckstroth, E.A., & Webb, J.T. (1991). Guiding the gifted child : a practical source for parents and teachers . Australia : Hawker Brownlow Education