ࡱ> >@=@ Pbjbj 0"uuP    $ $" " " " " " " " #######$$R='# " " " " " # " " #d#d#d#" " " #d#" #d#d# d#"  0/%\!Vd###0$d#'Z#'d#   ' d#d#" " " ##  D Z#   476-893 UNDERSTANDING AND IDENTIFYING GIFTED LEARNING Session 4: Gifted Knowledge and Learning Objectives: To review a checklist on characteristics of gifted underachievers. To describe and explore the types of knowledge and learning processes related to information processing, metacognition and creativity, and how these manifest in gifted learners. To discuss the role of motivation in gifted learning. To participate in a group analysis and report on a recent research article related to these areas. Readings See SELAGE for notes and readings on information processing, meatcognition and creativity (including reference lists in articles by John Munro). Gottfried, A. E. & Gottfried, A. W (2004). Toward the development of a conceptualisation of gifted motivation. Gifted Child Quarterly, 48, 121-132. The following three articles will be used for a small-group exercise in the seminar (copies provided for groups): McCoach, D. B. & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students, Gifted Child Quarterly, 47, 144-154. Russo, C. F. (2004). A comparative study of creativity and cognitive problem-solving strategies of high-IQ and average students. Gifted Child Quarterly, 48, 179-190. Steiner, H. H. (2006). A microgenetic analysis of strategic variability in gifted and average-ability children. Gifted Child Quarterly, 50, 62-74. Gifted Students have been found to: like challenge be intrinsically motivated like to know goals of learning have superior knowledge base show idiosyncratic learning be faster, more efficient processors of information have superior memories be intellectually curious set high standards for self use analogy have higher metacognitive skills use far transfer more in analogy and metacognition prefer global/wholistic thinking (vs sequential/analytic) invest positive emotion in self-directed learning Information Processing issues of speed and efficiency in memory and organization complexityknowledge base gifted benefit from instruction in strategies shortterm memory strength matches area of giftedness gifted learning-disabled often have stm problems Metacognition self-regulation in learning - based on task and strategy knowledge involves: identifying goals and sub-goals planning/selecting strategies monitoring evaluating self-reflection gifted better at strategy knowledge, far transfer, efficient strategy use, using advanced strategies, flexibility, learning new strategies not different in consistency, lower level or near transfer possibly more spontaneous Creativity processes and outcomes individual and acclaimed not measured well by IQ tests (divergent/convergent thinking) components of creativity (Amabile, 1996) domain relevant skills-----motivation------creativity skills e.g. knowledge e.g. planning, exploring technical skills keeping responses open, suspending judgement conditions for creativity stages of creative problem solving stress in childhood environments of creative achievers e.g. parental loss; sibling loss; emotional, social or economic insecurity; loneliness; disability; rejection. role of motivation and playfulness Vygotsky on play and imagination: cold-ordered, serious, mastery vs hot-chaotic, fun challenge need for balance in teaching Utzon and the Sydney Opera House  # % ? b | PhAhLZ6CJOJQJhAhLZCJOJQJ 6_ka b  . / J K !!!!!!{ !!!!!!!!!!!!!!!!!P /czL~Q  ^` +6FG '()45Le P  ^`  ^`-.OP.:pLZ/ =!"#$% %T@T ANormaldhgdP5CJ OJQJaJmH sH tH T@T 6A Heading 1$<@&5CJ KH OJQJaJ DAD Default Paragraph FontRiR  Table Normal4 l4a (k(No ListpOp 6A2nd indent heading"dh^`gd NCJOJQJaJJC@J 6ABody Text Indent7$8$`JOJ 6Ano indent heading `5xO"x 6A1st indent heading%pdh@&^`pgd N5CJOJQJaJXO2X 6Achapter heading$dha$gd N 5CJaJTOBT 6AChapter Heading$dha$gd NCJaJ~OR~ 6A1.1.1 1st indent heading@&^`gd N6aJvOv 6A 1.1.1 First indent heading@&`gd0]C6aJ2B@r2 6A Body TextxPM@qP 6ABody Text First Indent `ZOaZ 6A1.1 No indent heading `O 6A#1.1.1.1 second indent heading^`gd N6aJjOaj 6A#1.1.1.1 Second indent heading `O 6A)1.1.1 First indent headingp@&`pgd0]C6aJzOz 6A+1.1.1.1 Second indent heading `|O| 6A,1.1.1.1 Second indent heading `POP 6ACHAPTER HEADING$  a$5aJ&@&  6ATOC 1 POP 6ACHAPTER HEADING 1!$  a$aJVO"V 6AChapter Heading 2"$a$gd N 5CJaJjOj 6A#1.1 No indent heading #`8OqB8 6ATable 1 $gd NaJP "P 6_kab./JK/czL~Q + 6 F G ' ( ) 4 5 L e P  - . 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E. & Gottfried, A. W (2004). Toward the development of a M2!!",,8HCSM2""",,8Hd!2222!C2H2,8!8,8,2,28S,8!2"2-:2 conceptualisation of gifted mot,28,,8!82'2!282"2" ,8R3!2  ivation. 22!28@Times New Roman-22 h Gifted Child Quarterly, 48H!,2C82H82',',22-2  , 121s222 2 l-o!2 132.222 2 < o6 2 / o6[2 5The following three articles will be used for a smallC8,"21I82!8,,,2,!,,'I8,8',8"2,2&R2 2 l -o!82  group exercise in the seminar 3,288,2,,,',8"8,'-R82,72 (copies provided for groups): !,28,'8,228,8"2,2,288'!! 2  o6 2 4 o62 UMcCoach, D. B. & Siegle, D. (2003). Factors that differentiate underachieving gifted ^,H22,8HCS8,2,H!2222!<3,!2,'!82!8!",,,8!2!,888,,2,9,2822"!,8-2  students '!88,8!'2 k from high",2R828 2 -o!42 5achieving gifted students, )2,8,2822"!,8'!88,8!'-22  Gifted Child Quarterly, 47G!,2C82H82',',21-2 , 144s222 2 -o!2 154.222 2 Z o6 2 : o6}2 LRusso, C. F. (2004). A comparative study of creativity and cognitive problemH8''2H<!2223!H-2R82,3!2,'!8822",,-2!2!2288,228!2,8,28,R 2 -o!2 solving '2282-&2 strategies of high'!,2!,2,'2"828 2 -o!12 IQ and average students. 7'N27822,,22,'!88,8!'-22 * Gifted Child Quarterly, 48H!,2C82H82',',22-2 g, 179n122 2 .-o!2 O190.222 2  o6 2 ? o6-                    ՜.+,0 hp|  UOMJ O 6476-893 UNDERSTANDING AND IDENTIFYING GIFTED LEARNING Title  !"#$%'()*+,-./012346789:;<?Root Entry Fq;%\A1Table'WordDocument0"SummaryInformation(&DocumentSummaryInformation85CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q