476-893 UNDERSTANDING AND IDENTIFYING GIFTED …
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
complexity—knowledge base
gifted benefit from instruction in strategies
short–term 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
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