scholarly journals Cognitive Characteristics and Learning Needs of Economically Disadvantaged Gifted Students

2016 ◽  
Vol 26 (1) ◽  
pp. 1-20
Author(s):  
Minjung Park ◽  
Jiyeon Park ◽  
Dongryul Jeon ◽  
Kyung-Sook Lee
Keyword(s):  
Economically Disadvantaged ◽  
Gifted Students ◽  
Learning Needs ◽  
Cognitive Characteristics

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.

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

2009 ◽  
Vol 25 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Deborah L. Rooks ◽  
C. June Maker
Keyword(s):  
Visually Impaired ◽  
Inquiry Learning ◽  
Visual Impairments ◽  
Gifted Students ◽  
Natural World ◽  
Gifted Student ◽  
Gifted Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

Attitudes of school role groups toward learning needs of gifted students

Roeper Review ◽  
1985 ◽  
Vol 7 (4) ◽  
pp. 253-257 ◽  
Author(s):  
Peggy Dettmer
Keyword(s):  
Gifted Students ◽  
Learning Needs ◽  
School Role

Personal Learning Enviroments

2011 ◽  
pp. 67-88
Author(s):  
Jaime Ribeiro ◽  
Diogo Casanova ◽  
Fernanda Nogueira ◽  
António Moreir ◽  
Margarida Almeida
Keyword(s):  
Learning Environments ◽  
Building Block ◽  
Gifted Students ◽  
Academic Failure ◽  
Learning Needs ◽  
Personal Learning ◽  
The Common ◽  
Education Needs ◽  
Educational Need ◽  
Specific Education

Gifted Students, in spite of their very well known characteristics, have specific education needs in order to achieve their potential. Although they do not present a special educational need in the common meaning, they have very particular learning needs that, if overlooked, may lead to adverse feelings towards school and learning that can result in academic failure. Authors in the field agree that giftedness can and must be developed and providing challenging and facilitative learning environments is the first building block. The PLE, held up by WEB 2.0, for its openness and possibilities it offers to learn autonomously, resorting to exploration, discovery, networking with like-minded peers and experts fits the style and pace of learning of its user and shows to be a tool to fully suite the particular traits of these students. In this chapter a 5 dimension ple is conceptualized that accommodates the cognitive, emotional and education needs of gifted students.

scholarly journals MENTAL ACTS OF MATHEMATICALLY GIFTED STUDENTS WHEN SOLVING FRACTIONS PROBLEMS

2021 ◽  
Vol 3 (1) ◽  
pp. 16-27
Author(s):  
Trisno Ikhwanudin
Keyword(s):  
Student Teachers ◽  
Junior High School ◽  
Gifted Students ◽  
Gifted Student ◽  
Research Approach ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Teachers And Students ◽  
Special Learning Needs ◽  
Mental Acts

In the classroom, we will find various types of students with their special learning needs. One group of learners who have different learning needs are gifted students. The paper will focus on the study of mathematically gifted students. This research aims to obtain a description of the mathematically gifted students’ mental acts when solving fractions problems. The respondents were two students of the 7th graders in junior high school, in the West Java Province, Indonesia. The research approach was qualitative. The data were collected through paper and pencil measure, observation, and interview. The data were analyzed by grounded theory with coding and constant comparison. The results show four types of mental acts, those are interpreting, explaining, problem-solving, and inferring. The results of this study can be made as one of didactic anticipation when teachers teach the concept of fractions to the mathematically gifted student. These findings are significant to be considered by the teacher when teaching the mathematically gifted student. Teachers should anticipate how students think when they teach gifted students. So that teachers and students can achieve optimal learning outcomes.

scholarly journals Gifted Girls’ Learning Experience in General Education

2019 ◽  
Vol 43 ◽  
pp. 57-70
Author(s):  
Evelina Undro ◽  
Sigita Girdzijauskienė
Keyword(s):  
General Education ◽  
School Environment ◽  
Learning Experience ◽  
Gifted Students ◽  
Research Strategy ◽  
Gifted Children ◽  
Learning Needs ◽  
Practical Training ◽  
Male Image ◽  
Gifted Girls

The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.

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