Supporting Diverse Gifted Students - Literature review Example

Running Head: Education Education Customer’s name: Institution: Customer’s Course Tutor’s Name 22nd May, 2014 Reading 1: Supporting diverse gifted students Key messages/ issues or terminology Based on the reading a number of terminologies have been used and they include giftedness and twice exceptional. A major message in the reading are the common characteristic and the various learning needs of gifted students. Another key message that is p portrayed by the reading is the inclusive education for all (Jarvis, n.d). Also, students who portray advanced abilities in some areas can experience difficulties in other areas. Reflection on the messages Through inclusive education for all, students who are gifted will be supported and this will override the commonly believed theme that gifted students will succeed even without any special intervention or support. Also gifted students need to be supported so as to achieve their goals and they need to be supported in areas that they are weak at. Three questions that the reading answers Based on the reading there major questions arise and they are: 1. How can inclusive learning environments be created? 2. Relationship between giftedness and academic achievement 3. The role played by environmental and personal factors in the development of giftedness? Inclusive learning environment for the gifted in those schools ought to address issues related to sports and music so as to accommodate who are gifted (Jarvis, n.d). A great number of the gifted students have been found to have low academic achievement and environmental factors tend to play a major and leading role in self actualization and thus the development of giftedness. Reading 2: Deferential differentiation Key messages/ issues or terminology A key message of the article is that the 10 commandments can be translated into applicable practical applications in schools. Another key message is that educators need to be aware of the diversity of talents and gifts (Gagne, 2007). Reflection on the messages or issues When the 10 commandments are applied in schools there would be a differentiation between natural abilities and systematic development of skills. The understanding of the diversity of talents and gifts will lead to the development of strategies that are aimed at meeting the individual needs of various groups of people based on their talents and gifts. Three questions that the reading answers A key question that this article addresses related to the aptitude domains and they include creative, intellectual, socioaffective and sensoriMotor. It also defines the term vertical discrimination and based on the article it means to admit concentration levels within each gift and talent. It also stipulates that program administrators need to make efforts when it comes to assessing giftedness and talents and label students based on their intensity level (Gagne, 2007). Reading 3: Twelve myths of gifted students Key messages/ issues or terminology A key message that is passed by the reading is that there is a misconception when it comes to the recognition of giftedness. Also, there seems to be an urgent need for educational provisions in relation to the talented and gifted students (Porter, n.d). Another key message is relates to the emotional and social well being of gifted children. Reflection on the messages or issues Giftedness ought to be described clearly and its core characteristic described so as to deal with the misconception surrounding it. Educational provisions for the gifted and talented needs to be implemented in schools in the aim of ensuring that there is inclusive education for all (Porter, n.d). And lastly teachers ought to ensure that the students who are gifted and talented have socially and emotionally well this will enable them to be able to cope with their different talents and gifts. Three questions that the reading answers This article answers the question that though parents are said to overestimate their children gifts and talents they usually underestimate since they do not have adequate comparisons concepts (Porter, n.d). The article also addressees the myth that everyone is gifted does not diminish the possibility that some are average learners this misconception may not be applied so as to dismiss students who are genuinely gifted. Reading 4: Deferential Differentiation: what types of differentiation do students want? Key messages/ issues or terminology A key message of the article is that in traditionally forms of education took the major responsibility in the designing of differentiated curriculum. Another key message is that though advocates and educators of gifted students have called for differentiated curriculum for those with exceptional performance the operationalizing of the principle in relation to delivery, design and learning is complex since it faces a number of fraught challenges (Kanevsky, 2011). Reflection on the messages or issues Ideally teachers needs to involve even the students and they will play a major role in the identification of learning experiences that they view was been most efficient and effective. Measures ought to put in place to ensure that the challenges need to be dealt with so as to make operationalizing of the principle easier. Three questions that the reading answers The article addresses the reason for need of curriculum differentiation and based on the article the major reason behind it is to respond to individual student differences in schools. The article also addresses the barriers associated with differentiation such as discomfort with the process, lack of adequate time to carry out differentiation and wide range of need of the gifted students (Kanevsky, 2011). Another question that has being addressed are the practices that are evident in today’s differentiated learning environment such as respect for similarities and differences among teachers and students and teachers act as coordinators but not as providers of information. Reading 5: Williams cognitive- affective interaction model Key messages/ issues or terminology A key message of the article is that schools need to support high level of thinking including evaluative and divergent skills to all students. Another key message is that, products that are developed for the gifted and talented students ought to at a qualitatively diverse level. Reflection on the key messages or issues Based on the encouragement of divergent and evaluative skills students will be able to have better understanding of the concepts being taught (Williams, 1993). Products for the talented and gifted need to be developed at a qualitatively diverse level so as to ensure that they don’t feel left out, based on this their success will be assured and they are likely to feel more comfortable in their learning. Three questions that the reading answers This reading addresses a number of questions such as idea that will model can be implemented through the use of a wide range of methods such as cognitive-intellective behaviors, affective-and temperant behaviors. It also answers on the strategies that can stimulate positive learning behaviors such as analogy, discrepancy and attribute listening just to mention a few (Williams, 1993). The article also addresses the creative processes that foster creative potential among students. Reading 6: Teaching gifted and talented students: A learning approach to differentiation Key messages/ issues or terminology A key issue in this reading is the implementation of effective pedagogy or teaching for the talented and gifted students. The other major message that is depicted is the notion of differentiation of curriculum or pedagogy. Reflection on the messages or issues Based on my personal reflection, effective and efficient teaching or pedagogy needs to be implemented so as to cater for the needs of the gifted and talented students in schools (Munro, n.d). Also talented and gifted students need to be offered with differentiated curriculum to aid in the managing and directing of learning. Three questions that the reading answers The reading answers the question how teaching can be evaluated and it can be evaluated in terms of the learning it supports and fosters. Additional it also addresses the issue of how teachers differ when it comes to the application of pedagogic procedures. In that they differ based on extent of control in the learning activity, extent to which they are able to guide the students so as to improve their level of understanding (Munro, n.d). It also addresses the question of how talents are developed. Skills and knowledge that are classified as talents are ussaully developed in a systematic and gradual manner. Reading 7: Acceleration “Hasten slowly”: Thoughtfully planned acceleration Key messages/ issues or terminology A major terminology that has been used in the reading is acceleration. In addition to the terminology the reading also stipulates that with the increased readiness of schools in relation to acceleration parents, teachers and the community should not push for it but they should advocate for it. Acceleration needs to take place in young people who have an IQ of 160+. Reflection on the messages or issues Ideally acceleration needs to be permitted only to those who are fit for it and the others need to undergo the whole education process without acceleration. Young people with an IQ of 160+ are said to benefit enormously from acceleration and thus acceleration need to be limited only to them since those with lower IQ’s do not benefit a lot (Gross, 2008). Three questions that the reading answers A major and noteworthy question that has been answered by this reading is to why people are so reluctant when it comes to acceleration of academically gifted students. The answer to this is based on the fact that most teachers do not have much knowledge in relation to acceleration. Another question answered by this reading is the reason behind adjustments problems among the gifted students and they include frustration and boredom (Gross, 2008). It also answers the question that what may be viewed as emotional and socially immaturity may be as a result of emotional distress since the gifted student feels rejected. Reading 8: Dual Exceptionality Key messages/ issues or terminology A key message expressed by the author of the article is that there seems to be concerns based on the educational programs that students with talents are presented with in their educational environments (Wormald & Vialle, 2011). Another idea that the article passes along is that students who are gifted are ussaully noted identified and this is solely based on the fact that the term is ussaully difficult to define. Reflection on the messages or issues In relation to educational programs for GLD student ought technology to be used so as to meet the educational needs for those students (Wormald & Vialle, 2011). Authors need to combine all the different definitions about giftedness and learning disabilities so as to come up with a better understanding of the term this will go a long way in the development better strategies for the students. Three questions that the reading answers This reading answers questions related to the strategies that can be used to identify GLD students, for example, use of a tiered system of identification. In addition to the above question the article also answered the question of need for implementation of professional development programs for the teachers in the aim of ensuring awareness and understanding of the gifted students. The other question that the article answers is based on the relationship between emotional attachment and IQ (Wormald & Vialle, 2011). There seems to be some level of correlation between emotional attachment and IQ. Reading 9: Gifted, talented or educationally disadvantaged? Key messages/ issues or terminology A key message of this reading is that talented and gifted students face dissimilar educational disadvantages when teachers fail to differentiate their instruction so as to match their needs (Vialle & Rogers, 2012). The other key message is that teachers ought to debunk from myths that surrounds giftedness. Also teachers need to be prepared so as to enable them accept responsibilities offered to them in educating talented and gifted students. Reflection on the messages or issues Teachers need to differentiate their teaching so as to support the gifted and talented students so that to ensure that they are at par with the others (Vialle & Rogers, 2012). Myths need to be done away with and this will play a great role in ensuring that the talented and gifted students benefits from education. Three questions that the reading answers The reading addresses the questions that myths that exist in relation to giftedness are not true and they need to be done away with. It also addresses the causes of under-performance of gifted students. The article states that while the family and individual factors can be seen as the major cause of under achievement schools factors also play an essential part since school do not offer them with the opportunity to work in their own pace (Vialle & Rogers, 2012). The article also addresses the fact that teachers awesomely agree on the fact that giftedness in students needs to be recognized. References Gagne, F. (2007). Ten Commandments for academic talent development. Gifted child quarterly, 51, 93. Gross M. (2008). Hasten slowly: Thoughtfully planned acceleration. Understanding Our Gifted, 20, 6 – 8. Jarvis, J. (n.d). Supporting diverse gifted students. Virginia: University of Virginia. Kanevsky, L. (2011). Deferential Differentiation: what types of differention do students want? Gifted child quarterly55 (4) 279-299. Munro, J. (n.d). Teaching gifted and talented students: a learning approach to differentiation. Melbourne: University of Melbourne. Porter, L. (n.d). Twelve myths of gifted education. South Australia: The Flinders University. Vialle, W. & Rogers, K. (2012). Gifted, talented or educationally disadvantaged. Australia: University of Wollongong. Williams, F.E. (1993). The cognitive-affective interaction model for enriching gifted programs. In J.S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 461- 484). Highett, Vic.: Hawker Brownlow. Wormald, C. & Vialle, W. (2011). Dual Exceptionality. Australia: University of Wollongong. Read More