Open-Ended Activities and Their Role in Maintaining Challenge

1997 ◽  
Vol 21 (1) ◽  
pp. 54-81 ◽  
Author(s):  
Nancy B. Hertzog
Keyword(s):  
Qualitative Study ◽  
Differentiated Instruction ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Fourth Grade ◽  
Third Grade ◽  
Grade Classroom

This paper examines the use of open-ended activities as a strategy for providing differentiated instruction and challenge for identified gifted students. In a qualitative study of open-ended activities in one third-grade and one fourth-grade classroom, findings revealed that the use of open-ended activities perpetuated patterns of consistency and comfort in learning of students who were gifted and talented. Teachers implemented differentiation according to their own ideas. The responses of five children are presented to demonstrate the patterns of consistency found in the pursuit of open-ended activities. The instructional implications for designing open-ended activities that maximize opportunities to challenge students are then presented.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

“I Drew Myself Right There”: third grade girls restorying for visual justice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela M. Wiseman ◽  
Jennifer D. Turner ◽  
Marva Cappello
Keyword(s):  
Social Issues ◽  
Young Female ◽  
Third Grade ◽  
Multimodal Composition ◽  
Multimodal Literacy ◽  
Content Type ◽  
Critical Knowledge ◽  
Analytic Process ◽  
Literacy Methods ◽  
Grade Classroom

Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their multimodal composition, they designed images that illuminated their solidarity with the young female character wearing the hijab; their desire to disrupt xenophobic bullying; and their hope for a respectful and inclusive climate in their own classroom. Originality/value In this paper, the authors examine how three girls in a third-grade classroom restory using critical multimodal literacy methods. These girls’ multimodal responses reflected how they disrupted dominant storylines of exclusionary practices. Their authentic acts of visual advocacy give us hope for the future.

scholarly journals Peran Pemahaman Karakteristik Siswa Cerdas Istimewa Berbakat Istimewa (Cibi) dalam Merencanakan Proses Belajar yang Efektif dan Sesuai Kebutuhan Siswa

Humaniora ◽  
2011 ◽  
Vol 2 (1) ◽  
pp. 269
Author(s):  
Dwi Kencana Wulan
Keyword(s):  
Learning Process ◽  
Gifted And Talented ◽  
Group Discussion ◽  
Gifted Students ◽  
Thinking Skills ◽  
Accelerated Program ◽  
Effective Learning ◽  
Emotional Aspects ◽  
Talented Students ◽  
Different Characteristics

This study focused on the importance of the process to understand the characteristics of Gifted and talented students (CIBI) with special needs, in planning and implementing effective learning process that will be able to facilitate the development of student’s ability optimally. The reseach samples are teachers of acceleration class in one of government senior high school (X) in Bekasi West Java. Data collection was done through the method of Focus Group Discussion (FGD) and interviews. The data  indicate, in general,  teachers have learned  hat gifted and talented students have different characteristics in thinking skills than other students have in general.  However, this has not been followed by  the planning and delivering an appropriate learning process that met the gifted students’ needs. It appears that an accelerated program for gifted students only facilitates the development of cognitive aspect and accelerates the delivery of appropriate curriculum materials provided, while the socio-emotional aspects of students have given less attention. 

scholarly journals Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses

2021 ◽  
Vol 11 (3) ◽  
pp. 1088-1106
Author(s):  
Eleni Demosthenous ◽  
Constantinos Christou ◽  
Demetra Pitta-Pantazi
Keyword(s):  
Teaching And Learning ◽  
Classroom Assessment ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Mathematics Assessment ◽  
Assessment Tasks ◽  
Grade Classroom ◽  
Do So

Classroom assessment could contribute substantially to improving students’ mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom. Towards the endeavor of unpacking the classroom assessment, we present a framework that provides a lens to capture the interplay between the design of mathematics assessment tasks and the analysis of students’ responses. To do so, we relied on existing frameworks of mathematics assessment tasks, and on issues that pertain to the design of tasks. The proposed framework consists of three types of mathematics assessment tasks, their respective competencies, and the characterization of students’ responses. The framework is exemplified with students’ responses from a fourth-grade classroom, and is also used to sketch different students’ profiles. Issues regarding the interpretation of students’ responses and the planning of instructional adjustments are discussed.

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