scholarly journals INDAGACIÓN METODOLÓGICA CREATIVA PARA EL DESARROLLO DE ESTRATEGIAS METACOGNITIVAS EN ESTUDIANTES CON TALENTO ACADÉMICO.

2016 ◽  
Vol 2 (1) ◽  
pp. 163 ◽  
Author(s):  
Carmen Burgos Videla
Keyword(s):  
Basic Education ◽  
Work Group ◽  
Relationship Building ◽  
Independent Learning ◽  
Metacognitive Skills ◽  
Creative Strategy ◽  
Municipal Schools ◽  
Enrichment Program ◽  
Talented Students ◽  
Academically Talented Students

Abstract:CREATIVE INQUIRY METHODOLOGY FOR THE DEVELOPMENT OF METACOGNITIVE STRATEGIES IN STUDENTS WITH ACADEMIC TALENTThis paper presents the descriptive study was performed to group academically talented students attending the school enrichment program , the second cycle of Basic Education belonging to municipal schools in the region of Araucania, Temuco Chile. In order to understand and identify the metacognitive skills that can be enhanced through creative strategy, based didactic- pedagogical dimension in the design and articulation of puppets , composed of individual work , group, hand , body , vocal , analytical, and creative. To achieve the objective methods are from the qualitative paradigm, with ethnographic approach was used. Findings from the study indicate that most students potentiated and incorporated in the learning process metacognitive skills that affect the development of the creative , communicative, motivational and social relationship building. Most students improved self-regulated and independent learning that enables them to optimize the implementation of their skills in the various contexts in which they can cope , becoming strategic learners prepared for the challenge of learning to learn.Keywords : Teaching creative , metacognitive skill, academic talentResumen:El presente artículo expone el estudio descriptivo que se realizó al grupo de estudiantes con talento académico que asisten al Programa de enriquecimiento extracurricular, de segundo ciclo de Educación Básica pertenecientes a colegios municipalizados de la región de la Araucanía, ciudad de Temuco Chile. Con el objetivo de comprender e Identificar las habilidades metacognitivas que pueden potenciarse a través de la estrategia creativa, en la dimensión didáctico-pedagógica fundamentada en el diseño y articulación de marionetas , compuesto de trabajo individual, grupal, manual, corporal, vocal, analítico, y creativo. Para el logro del objetivo se utilizaron métodos que  provienen del paradigma cualitativo, con enfoque etnográfico. Los hallazgos obtenidos en el estudio indican que la mayor parte de los estudiantes potenciaron e incorporaron en el proceso de aprendizaje habilidades metacognitivas que inciden en el desarrollo de la capacidad creativa, comunicativa, motivacional y de relación social. La mayoría de los estudiantes mejoró el aprendizaje autónomo y autorregulado que les permite optimizar la puesta en práctica de sus habilidades en los diversos contextos en que puedan desenvolverse, constituyéndose como aprendices estratégicos preparados para el desafío de aprender a aprender.Palabras claves: Didáctica creativa , habilidad metacognitiva, talento académico.

College Bound: Advice for Academically Talented Students From Recent Graduates

2019 ◽  
Vol 31 (2) ◽  
pp. 87-110
Author(s):  
Melanie S. Meyer ◽  
Jeff Cranmore
Keyword(s):  
High School ◽  
High School Graduates ◽  
School Personnel ◽  
Application Process ◽  
Senior Year ◽  
Social And Emotional ◽  
Academic Courses ◽  
Recent Graduates ◽  
Talented Students ◽  
Academically Talented Students

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

scholarly journals Medical career expectations of academically talented high school students: A nationwide cross-sectional study in China

2020 ◽  
Author(s):  
Hongbin Wu ◽  
Leisi Pei ◽  
Shan Li ◽  
Cheng Jiang
Keyword(s):  
High School ◽  
High School Students ◽  
Family Background ◽  
Academically Talented ◽  
School Students ◽  
Career Expectations ◽  
Medical Career ◽  
Talented Students ◽  
Academically Talented Students ◽  
Academic Tests

Abstract Background: Academically talented high school students (ATHSSs), an exceptional cohort, are not well studied for their career expectations, especially for those with medical career expectation (MCE). Nowadays, the public perception of the medical profession is changing in China. The purpose of this study was to answer questions about ‘is medicine attractive for ATHSSs and ‘what factors affect medical career expectations (MCE) for ATHSSs’ in China. Methods: A total of 16,479 representative ATHSSs in senior three completed a questionnaire and four different academic tests. Frequency statistics showed the proportion of ATHSSs with MCE. Unpaired t-tests were performed to find out the differences in demographics, family background, and academic performance between students with and without MCE. The logit models analysis were applied to explore the potential factors that affected the MCE of this exceptional group of students. Results: ATHSSs with MCE accounted for 20.6% (ranking 7/18) of the respondents. They were more likely to be female, came from relatively poorer families, lived in a rural area, and performed significantly worse in all academic tests except for mathematics, compared with those without MCE. In addition, the results revealed that gender (β=-0.436, p<0.01), region of hometown (β=-103, p<0.1), mother’s years of schooling (β=-0.019, p<0.05), and father’s occupational status (β=-0.005, p<0.01) contributed significantly to the MCE of academically talented students. Better performance in mathematics affected the MCE of ATHSSs taking the liberal arts and science tests differently. Conclusions: We found the medical career is becoming unattractive to academically talented students and the medical career may be loosing their aura in China. Students who have medical career expectations are likely to be females and to have a weak family background. We discuss implications for medical education.

scholarly journals An enrichment program for students with high intellectual ability: Positive effects on school adaptation

Comunicar ◽  
2019 ◽  
Vol 27 (60) ◽  
pp. 39-48 ◽  
Author(s):  
Ramón García-Perales ◽  
Leandro-S. Almeida
Keyword(s):  
Gifted Students ◽  
Intellectual Ability ◽  
High Ability ◽  
Enrichment Programs ◽  
Positive Effects ◽  
Intellectual Capacity ◽  
Enrichment Program ◽  
Attention To Diversity ◽  
Talented Students ◽  
High Ability Students

This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity. Este trabajo apunta la reducida tasa de alumnado con características de superdotación o altas capacidades identificados formalmente en España tomando los referenciales internacionales. Este alumnado no es debidamente identificado, entonces también se anticipa la falta de respuestas educativas específicas para estos escolares con altas capacidades. Intentando contrariar esta tendencia, este artículo presenta un programa de enriquecimiento aplicado a un grupo de alumnos y alumnas con altas capacidades intelectuales durante el curso académico de 2017/18 a lo largo de tres sesiones semanales en horario escolar y donde las tecnologías emergentes tienen una importancia clave en el desarrollo del mismo. En el plano experimental, se tomó un grupo experimental de escolares con altas capacidades y dos grupos de control, uno conformado por alumnado con altas capacidades que no reciben respuestas educativas específicas y otro constituido por un grupo de escolares regulares en términos de capacidades. Los resultados muestran que la implementación de respuestas educativas específicas mejora los niveles de adaptación infantil y, en algunos casos, su rendimiento escolar. Se discuten estos datos en una tentativa de recomendación de programas de enriquecimiento integrados en las clases como respuesta educativa apropiada a los escolares con superdotación o altas capacidades. La atención a la diversidad de todo el alumnado en las aulas es posible, por ejemplo, recurriendo a las TIC, favoreciendo la inclusión educativa del alumnado con altas capacidades.

Parenting for strengths: Embracing the challenges of raising children identified as twice exceptional

2020 ◽  
pp. 026142942093443
Author(s):  
Sally M. Reis ◽  
Sara J. Renzulli
Keyword(s):  
Talent Development ◽  
Development Strategies ◽  
Educational Opportunities ◽  
Academically Talented ◽  
Learning Differences ◽  
Twice Exceptional ◽  
Raising Children ◽  
Talented Students ◽  
Academically Talented Students

Parents of academically talented students with various types of learning differences, often called 2E, need to understand how support their children’s unique needs. In this article, we discuss current research about 2E students and focus on how parents can both nurture and find educational opportunities that encourage their children’s strengths and simultaneously address their deficits. Talent development strategies are discussed for parenting for strengths with this population. Too often, 2E students, have conflicting needs that can complicate the identification and development of their talents and so this article concludes with specific recommendations for parents of these students.

Academically Talented Students' Preparation for Advanced-Level Coursework after Individually-Paced Precalculus Class

1992 ◽  
Vol 16 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Carol J. Mills ◽  
Karen E. Ablard ◽  
Sharon J. Lynch
Keyword(s):  
Educational Opportunity ◽  
Academic Needs ◽  
Academically Talented ◽  
Mathematics Courses ◽  
Advanced Level ◽  
Regular School ◽  
School Placement ◽  
Talented Students ◽  
Perceived Challenge ◽  
Academically Talented Students

Nine months after participating in a three-week individualized, flexiblypaced precalculus course, 239 academically talented students who received placement into a subsequent advanced math course in regular school (placement course) completed a questionnaire which assessed: (a) perceived preparation for advanced level work, (b) grades received in the placement course, and (c) perceived challenge of the individually-paced course relative to the placement course. Responses indicated that students experienced greater challenge in the individually-paced precalculus course than in their school placement course. Self-reported grades, as well as students' perceptions of their preparation for advanced level coursework suggest that individually-paced courses prepare students to be successful in placement courses in their schools. Mathematics courses which allow students to proceed at a pace of learning matched to their abilities, followed by appropriate placement in their schools, provide an educational opportunity to meet the special academic needs of talented students.

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