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Gifted and Talented Children
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
Philosophy and Curriculum
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2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
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Teaching Gifted And Talented Students
The document discusses several topics related to gifted and talented students including:
1. Definitions of giftedness and how giftedness is typically measured which includes intelligence tests, achievement tests, teacher and parent nominations, and evaluations of products and abilities.
2. Approaches to identifying gifted learners through various screening and assessment methods.
3. Suggestions for developing an effective curriculum for gifted students including modifying content, process, products and expectations as well as providing appropriate goals and objectives.
4. Issues to consider when writing behavioral objectives for gifted students' individualized education programs.
5. Websites concerned with gifted education issues.
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The document provides guidelines for constructing different types of assessment items including multiple choice, true/false, matching, short answer, and essay items. For multiple choice items, it recommends making all answer options plausible, reducing wordiness, and avoiding obvious correct answers. For true/false items, it advises ensuring statements are entirely true or false and conveying only one idea per statement. Matching items should have no more than 6-7 items and include extra distractors. Short answer items require a scoring key and avoid open-ended questions. Essay items need grading criteria and conditions explained to students.
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This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
Philosophy, goals and objective of education
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
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Gifted and Talented Children
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2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
The spiral curriculum
The document discusses the spiral curriculum approach to teaching. It is a technique where basic facts of a subject are first learned without details, then more details are introduced as learning progresses while relating to the basics, which are reemphasized to aid long-term memory retention. Key concepts are presented repeatedly with increasing complexity. Students "spiral upwards" as new knowledge builds on prior learning, achieving breadth and depth of understanding. This approach serves to review prior concepts and allow progressive elaboration, leading to broadened comprehension and transfer of learning.
Teaching Gifted And Talented Students
The document discusses several topics related to gifted and talented students including:
1. Definitions of giftedness and how giftedness is typically measured which includes intelligence tests, achievement tests, teacher and parent nominations, and evaluations of products and abilities.
2. Approaches to identifying gifted learners through various screening and assessment methods.
3. Suggestions for developing an effective curriculum for gifted students including modifying content, process, products and expectations as well as providing appropriate goals and objectives.
4. Issues to consider when writing behavioral objectives for gifted students' individualized education programs.
5. Websites concerned with gifted education issues.
Guidelines for Constructing Effective Test Items
The document provides guidelines for constructing different types of assessment items including multiple choice, true/false, matching, short answer, and essay items. For multiple choice items, it recommends making all answer options plausible, reducing wordiness, and avoiding obvious correct answers. For true/false items, it advises ensuring statements are entirely true or false and conveying only one idea per statement. Matching items should have no more than 6-7 items and include extra distractors. Short answer items require a scoring key and avoid open-ended questions. Essay items need grading criteria and conditions explained to students.
Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
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This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
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The document provides information about inclusive education. It begins by defining the objectives of the session as helping participants understand inclusive education, its legal basis and benefits, how to build support networks, and ways to implement inclusion. It then discusses how inclusion allows all children to learn together without discrimination. The document outlines the types of children who can be included, such as those with learning disabilities, visual or hearing impairments, autism, or intellectual disabilities. It provides details on identifying signs of these disabilities in children and accommodations that can help. The document discusses laws and policies mandating inclusion and the benefits it provides children. It concludes by discussing how inclusion can be implemented for administrators, teachers, parents and students.
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Curriculum Development Process
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
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Inclusive education
The document discusses strategies to improve inclusive education, which is an approach that aims to place students with disabilities in regular classrooms. It emphasizes equal opportunities and full participation for all students regardless of their abilities or backgrounds. Some important strategies discussed include training teachers to use diverse teaching methods, adapting classrooms and curriculums to meet varied student needs, encouraging peer support between students, and addressing barriers like a lack of resources or negative attitudes. The overall goal is to create inclusive, supportive learning environments where all children can thrive.
Herbert Spencer.
Herbert Spencer was a 19th century British philosopher known for social Darwinism. He believed education should prepare students to survive based on Darwin's theory of evolution. He opposed public schools, favoring private competition. Spencer outlined five curriculum activities: self-preservation through science; indirect self-preservation through skills like math; rearing offspring; citizenship through history; and leisure through arts. His views on social competition and practical education still influence discussions around school choice, standardized testing, and curriculum design today.
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This document discusses the philosophy of perennialism in education. It outlines the major exponents like Robert Hutchins and Mortimer Adler. The key points are that perennialism is a teacher-centered philosophy that focuses on enduring concepts and ideas that have lasted for centuries. It emphasizes a universal, core curriculum centered around great books and believes that human nature is permanent and unchanging. The role of the teacher is as an authority figure and role model, while students are expected to be obedient and learn in the same way through methods like memorization and drill. Criticisms of perennialism include that it is too focused on the past and ignores contemporary realities.
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This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
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2. The assessment of ethics involves articulating learning outcomes and selecting appropriate assessment methods.
3. It also involves determining the basis for making judgements about students' achievement.
4. Finally, it involves considering students' role in the assessment process.
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This document provides information about gifted and talented learners, including definitions, characteristics, and strategies for meeting their needs. It discusses:
- Definitions of gifted (excel academically) and talented (excel in areas like art, music, sports) from the DFE.
- Characteristics of gifted/talented pupils like quick learning, insightful questions, divergent thinking.
- Needs of gifted/talented pupils like challenge, independence, depth and complexity.
- Strategies like Bloom's Taxonomy, inquiry-based learning, higher-order thinking, independent projects, challenge beyond comfort zones, and differentiation by task and resource.
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The document discusses managing and challenging gifted children. It provides characteristics of giftedness that may be recognized early, such as advanced attention span and passion for learning. Families play an essential role in developing gifts and talents. School readiness depends on brain development milestones like hemispheric dominance and self-control. Differentiating instruction and respecting individual differences are important for gifted education.
Principles of Individual Differences
This document discusses principles of individual differences and types of differences people can have. It identifies physical, mental, emotional, psychomotor skills, achievement, interests and aptitudes, and learning differences as types of individual differences. Factors affecting differences include heredity and environment. The educational implications are that not all students are the same, teachers should understand students' abilities and needs, and one teaching method does not work for all given individual differences. Schools can help meet these differences by understanding students, ability grouping, adjusting curriculum and teaching methods.
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This document discusses metacognition and learner-centered psychological principles. It defines metacognition as awareness and understanding of one's own thinking and learning processes. There are three categories of metacognitive knowledge: knowledge of person variables, knowledge of task variables, and knowledge of strategy variables. The document also outlines 14 learner-centered psychological principles grouped into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Effective learners employ metacognitive strategies like self-monitoring and strategic thinking.
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The document provides information about inclusive education. It begins by defining the objectives of the session as helping participants understand inclusive education, its legal basis and benefits, how to build support networks, and ways to implement inclusion. It then discusses how inclusion allows all children to learn together without discrimination. The document outlines the types of children who can be included, such as those with learning disabilities, visual or hearing impairments, autism, or intellectual disabilities. It provides details on identifying signs of these disabilities in children and accommodations that can help. The document discusses laws and policies mandating inclusion and the benefits it provides children. It concludes by discussing how inclusion can be implemented for administrators, teachers, parents and students.
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Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
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The document summarizes the key aspects of the K-12 basic education program in the Philippines. It aims to standardize the education system to 12 years of basic education, in line with international standards. This will better prepare students for higher education, employment, or entrepreneurship by equipping them with 21st century skills. The K-12 program adds two additional years to the previous 10-year basic education, with specialized tracks for senior high school students. It is designed to address issues like insufficient mastery of competencies and poor performance on international assessments under the previous 10-year system.
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The document discusses aims, goals, and objectives in curriculum development. It defines aims as the most general level of educational outcomes, goals as reflecting purpose with outcomes in mind, and objectives as the most specific levels. Aims provide direction to educational action and inspire an ideal vision. Goals are statements of intent to be accomplished and have some outcomes in mind. Objectives delineate expected changes in students and intended behaviors. The document also outlines examples of aims, goals, and objectives for different levels of education.
Sylor- Alexandar model Of Curriculum
The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
Contextualised curriculum
This document discusses contextualizing curriculum by relating content and teaching methods to students' experiences and environment. It emphasizes using local resources, interests and issues to make lessons more meaningful. Some benefits are improving relevance, developing skills like problem-solving, and strengthening the connection between school, home and community. The document provides steps for contextualizing lessons and suggests areas for further research like evaluating its impact on learning and communities.
Curriculum Development Process
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
Portfolio assessment
Portfolio assessment involves students curating a collection of their work over time to demonstrate their efforts, progress, and achievements in one or more subject areas. It is a form of alternative assessment where students work with teachers to select exemplar pieces based on clear criteria. A portfolio allows students' growth to be measured longitudinally and provides opportunities for student reflection and ownership over their learning. Both teachers and students are involved in the assessment process.
Inclusive education
The document discusses strategies to improve inclusive education, which is an approach that aims to place students with disabilities in regular classrooms. It emphasizes equal opportunities and full participation for all students regardless of their abilities or backgrounds. Some important strategies discussed include training teachers to use diverse teaching methods, adapting classrooms and curriculums to meet varied student needs, encouraging peer support between students, and addressing barriers like a lack of resources or negative attitudes. The overall goal is to create inclusive, supportive learning environments where all children can thrive.
Herbert Spencer.
Herbert Spencer was a 19th century British philosopher known for social Darwinism. He believed education should prepare students to survive based on Darwin's theory of evolution. He opposed public schools, favoring private competition. Spencer outlined five curriculum activities: self-preservation through science; indirect self-preservation through skills like math; rearing offspring; citizenship through history; and leisure through arts. His views on social competition and practical education still influence discussions around school choice, standardized testing, and curriculum design today.
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev Vygotsky was a Russian psychologist who developed the theory of social development. He believed that social interaction and culture strongly influence cognitive development. Vygotsky placed importance on the more knowledgeable other and the zone of proximal development. He argued that learning occurs on two levels: first through social interaction, then integrated into the individual's mental functions. Vygotsky's theories emphasize how culture shapes children's learning and development.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Perennialism philosophy
This document discusses the philosophy of perennialism in education. It outlines the major exponents like Robert Hutchins and Mortimer Adler. The key points are that perennialism is a teacher-centered philosophy that focuses on enduring concepts and ideas that have lasted for centuries. It emphasizes a universal, core curriculum centered around great books and believes that human nature is permanent and unchanging. The role of the teacher is as an authority figure and role model, while students are expected to be obedient and learn in the same way through methods like memorization and drill. Criticisms of perennialism include that it is too focused on the past and ignores contemporary realities.
Role of Stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Ethics in assessment
The document discusses ethics in assessment and outlines four key points:
1. Learning outcomes related to ethics can be conceptualized in different ways, such as complementary, translation, or enabling orientations.
2. The assessment of ethics involves articulating learning outcomes and selecting appropriate assessment methods.
3. It also involves determining the basis for making judgements about students' achievement.
4. Finally, it involves considering students' role in the assessment process.
inquiry aproach in Social Studies
The document discusses the inquiry approach in social studies. It defines inquiry as a process of asking and answering questions to explore a topic. The inquiry approach is student-centered and focuses on asking questions. It encourages students to ask their own meaningful questions and helps them discover knowledge themselves rather than simply providing them with facts. Benefits include developing problem-solving skills, critical thinking, and building self-directed learning abilities. The inquiry approach has positive effects on social relationships, cognitive development, achievement, and student motivation to learn.
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Aims, goals and objective purpose in curriculum development
Aims, goals and objective purpose in curriculum development
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev vygotsky Theory of Development & Contribution to Educational Instructions
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The document discusses curriculum compacting for gifted students in the Advanced Scholars' Program (ASP) at Friendship Elementary School. Research shows that compacting 50% of the regular curriculum for gifted students had no negative effects on test scores. In the ASP, students move at a faster pace and have more freedom to pursue independent projects of interest. Teachers prepare through pre-testing, varied lessons, and flexibility. The program sees improved student confidence, participation and attendance. Grade level test results were unaffected by including ASP students.
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This document provides information about gifted and talented learners, including definitions, characteristics, and strategies for meeting their needs. It discusses:
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- Characteristics of gifted/talented pupils like quick learning, insightful questions, divergent thinking.
- Needs of gifted/talented pupils like challenge, independence, depth and complexity.
- Strategies like Bloom's Taxonomy, inquiry-based learning, higher-order thinking, independent projects, challenge beyond comfort zones, and differentiation by task and resource.
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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.
GIFTEDLearners.pdf
This document discusses types, characteristics, and identification of gifted and talented learners. It defines giftedness and talent in multiple ways and lists intellectual, non-intellectual, and personality characteristics of gifted learners. It also describes six profiles of gifted learners with different needs. The document emphasizes the importance of identifying giftedness to support children's learning and development. It outlines components of inclusive education for gifted learners, including various program options and principles of enrichment teaching. It discusses strategies for grouping, curriculum modification through differentiation and tiered instruction, and trends like gifted learners with disabilities or disorders.
Educ114: Seminar on Issues and Trends
Distance learning is an instruction system that allows for self-study and flexible learning beyond traditional classrooms. It is gaining popularity worldwide as it provides access to education for those who cannot regularly attend in-person classes. Distance learning can be delivered through modules, television, radio, and online methods. While still needing to prove itself, distance learning promises to offer rewarding learning experiences for students through innovative teaching approaches.
Module 5. apt. 502. instructional design for distance education 1
Instructional design for distance education involves systematically developing instruction to ensure quality learning. It analyzes learning needs and goals to develop effective delivery of instruction. The process is informed by learning and instructional theory. When planning for distance instruction, courses previously taught in-person may need reworking to illustrate concepts visually and encourage interactivity between all locations. Cultural, social, economic backgrounds and learners' expectations should also be considered to influence quality experiences. Analysis of students' cognitive abilities and potential for interactivity allows tailoring instruction appropriately. Essential content, information sequencing, and time constraints must be examined for any distance learning environment. Visuals can help distance learners by providing concrete references, simplifying information, and making complex ideas easier to
Pdp
This professional development presentation covers topics related to gifted learners, including twice exceptional students and creatively gifted students. It addresses the background and characteristics of giftedness, as well as the psychosocial needs and problems gifted learners may face. Specific issues covered include boredom, perfectionism, and feeling different from peers. The presentation also provides guidance on identifying twice exceptional students and best practices for meeting their needs, such as strength-based instruction, differentiated content and assessments, and comprehensive case management. Identification of creatively gifted students is discussed along with the Torrance Tests of Creative Thinking. Educators are also given a visual arts jot-down tool to record students exhibiting gifted traits.
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.
Gifted
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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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Teaching gifted students
- 1. TEACHING STUDENTS WITH SPECIAL NEEDS IN GENERAL CLASSROOM
- 2. GIFTED AND TALENTED •According to Clarke (2010) gifted and talented students are students 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.
- 3. RATIONALE • According to Crawford & Snart, (1994), gifted students with are a unique subgroup of students who demonstrate superior intellectual ability. Also gifted students have cognitive, psychological, and academic needs that appear distinct from others.
- 4. JUSTIFICATION OF EXCEPTIONALITY The student in case 1 is deemed to be gifted and talented because: • The student is very inattentive and often appears disinterested in the lessons. • However when given class assignments she will complete it accurately within minutes way ahead of her peers.
- 5. JUSTIFICATION CONTINUED • When asked to write about a picture she often produces a detailed fully developed story while the other students write a few sentences describing the picture. • She can manipulate figures mentally and unlike the other students she does not depend on counters to complete her math problems.
- 6. CHARACTERISTICS NOT IDENTIFIED IN CASE According to Bell (2002) two characteristics of gifted and talented children are: • They are sceptical- gifted children do not readily accept the judgment of another person even if the individual is an authority figure. • They are empathetic and emotionally sensitive- They may appear to become unusually upset over an issue others view as minor. concerned with the issue of right and wrong and display intense emotions when they feel that an injustice has been committed
- 7. CAUSES OF GIFTED AND TALENTEDNESS • Gifted and talentedness results from a combination of genetic makeup and environmental situations which are listed below: • ( Nature) Biological factors which is innate or inborn- Genetic • ( Nurture) Experience and socialization
- 8. IMPLICATION FOR TEACHER •It will be strenuous on the teacher because the teacher has to engaged in additional lesson planning to accommodate the student and prevent disruptions in the class.
- 9. • According to Darling. T (1986), gifted and talented student’s potential is developed fully, a different strategy and programme should be derived in order to satisfy their needs.
- 10. IMPLICATION FOR STUDENTS IN CLASS • Cause some students to feel demotivated. • According to Elsevier B.V. (2017), Demotivation can negatively influence the learner’s attitudes and behaviors, degrade classroom group dynamics and teacher’s motivation, and result in long-term and widespread negative learning outcomes.
- 11. WAYS TO ACCOMMODATE EXCEPTIONALITY • Create Independent Project activity- Many gifted and talented students tend to have a lot of extra time on their hands in the classroom because they finish their work rather quickly. • Horizontal and Vertical Enrichment-Design assignments or projects that go above and beyond what is covered in the regular classroom. • Differentiation- Differentiating instruction means that all students are presented an equal opportunity to learn
- 12. REFERENCES 1. Clarke, B. ( 2012) Growing Up Gifted: Developing the Potential of Children at School and at Home (8th Edition; April 2012, Pearson 2. Crawford, S., & Snart, F. (1994). Process-based remediation of decoding in gifted LD students: Three case studies. Roeper Review, 16(4), 247-253. 3. Darling, T. (1986). Gifted & talented children: A national concern. National Conference on Gifted & Talented Children. 4. Elsevier B.V. (2017) Demotivation: Affective States and Learning Outcomes, Available at: https://eric.ed.gov/?id=EJ849422 (Accessed: 26 February 2017).
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