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

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download