scholarly journals ‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

2021 ◽  
Vol 29 (4) ◽  
pp. 2709-2728
Author(s):  
Md Jais Ismail ◽  
Fung Chiat Loo ◽  
Azu Farhana Anuar

Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

G/C/T ◽  
1982 ◽  
Vol 5 (1) ◽  
pp. 37-41 ◽  
Author(s):  
Peggy Dettmer

The position of a gifted education staff person is high-profile. Inherent in the role are pressures, demands, and criticisms which can lead to burnout. Teacher burnout is debilitating in its personal and professional effects; therefore, teachers of the gifted must capitalize on their strengths and learn strategies for coping with high-visibility roles and often inflated expectations of others. Furthermore, administrators must support and encourage these teachers as they endeavor to provide differentiated learning experiences for gifted students.


2019 ◽  
Author(s):  
Hae-Ae Seo ◽  
◽  
Jae-Ho Sim ◽  

The research aimed to explore characteristics of individual behaviors as motivation, task commitment, and leadership exhibited by science gifted students at enrichment program in science gifted education center. Results showed that motivation was highest at introduction stage, but decreased as lessons progressed. Task commitment and leadership tended to increase from planning and conducting stages. Leadership was highest at discussion stage. Each student exhibited different sequences of behavioral characteristics along lesson stages. It was called for planning individually differentiated instructional strategies. Keywords: individual behavioral characteristics, science gifted students, student leadership, task commitment.


2020 ◽  
Vol 44 (1) ◽  
pp. 44-47
Author(s):  
Joyce VanTassel-Baska

This article examines these important questions related to differentiated curriculum: Should curriculum for the gifted be available for all learners? Would differentiated strategies that work with gifted students work for all learners? What are some promising directions in curriculum for gifted programs that have emerged from general education? These questions are examined along with important issues in the field of gifted education.


2017 ◽  
Vol 28 (1) ◽  
pp. 51-65
Author(s):  
Echo H. Wu

The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan’s work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers, and parents on how to advocate for gifted students.


1997 ◽  
Vol 20 (2) ◽  
pp. 138-154 ◽  
Author(s):  
Bruce M. Shore ◽  
Marcia A. B. Delcourt

This article describes the results of a review of recommended practices in gifted education. Program and curricular practices are categorized into those that are clearly and uniquely appropriate for gifted students, practices requiring some additional support in order to be considered uniquely appropriate, defensible practices that are shared with general education, and some general educational practices for which there does not appear to be evidence to make a case for their uniqueness for the gifted. Implications for improving and clarifying the interface between gifted and general education are provided.


2021 ◽  
Vol 67 (06) ◽  
pp. 58-62
Author(s):  
İradə Xəlil qızı Zamanova ◽  
◽  
Telli Tarıyel qızı İbrahimova ◽  

This paper analyzed different existing programs for gifted education in the general education and discusses the issues and challenges experienced into the classroom. The main aim of this article is to describe main challenges in implementing curriculum of students' career development in the general education. The article presents modern curriculum development models that builds students’ competences in different professions. The learning outcomes and new approaches in designing modern curriculum are explained. The experiment work has been implemented on developing students’ career skills during the secondary education. The proposed curriculum development models introduced and could serve as a guide in the development of a curriculum for gifted students in all public schools across the country. Key words: career guidance, talented children, curriculum, interests and needs


2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.


2021 ◽  
pp. 001698622110245
Author(s):  
Hyeseong Lee ◽  
Marcia Gentry ◽  
Yukiko Maeda

The underrepresentation of students from low-income families and of culturally diverse students is a longstanding and pervasive problem in the field of gifted education. Teachers play an important role in equitably identifying and serving students in gifted education; therefore, the Having Opportunities Promotes Excellence (HOPE) Scale was used in this study with a sample of Korean elementary school teachers ( n = 55) and their students ( n = 1,157). Confirmatory factor analysis and multigroup confirmatory factor analysis results suggested the HOPE Scale shows equivalence of model form, factor loading, and factor variances across different income and ethnic groups. A follow-up interview with teachers ( n = 6) revealed they acknowledged the importance of using the HOPE Scale as an additional method for identifying gifted students; however, they indicated less confidence about rating gifted students’ social characteristics compared with academic components in the HOPE Scale.


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