How the Gifted Brain Learns Tips for Teachers: Successful strategies for teaching gifted learners Davidson Institute for Talent Development 2003 This article by the Davidson Institute for Talent Development offers a list of tips for teachers. It focuses on suggestions any teacher can use in the classroom to aid their gifted students and promote their achievement in positive ways. Common blunders are also discussed as well as why they can be detrimental to the gifted student. Being a regular classroom teacher can be both an exciting and overwhelming experience. Tip #1: Familiarize Yourself with the Characteristics of Intellectually Gifted StudentsNot all gifted students in your classroom will be identified and even those who are may not always appear to be gifted. Tip #2: Let Go of "Normal"In order to be an effective teacher, whether it's your first year or your 30th, the best thing you can do for yourself is to let go of the idea of "normal." Tip #3: Conduct Informal AssessmentsMeeting the needs of gifted students does not need to be an all consuming task. Permission Statement
Deduction & Induction In logic, we often refer to the two broad methods of reasoning as the deductive and inductive approaches. Deductive reasoning works from the more general to the more specific. Sometimes this is informally called a “top-down” approach. Inductive reasoning works the other way, moving from specific observations to broader generalizations and theories. These two methods of reasoning have a very different “feel” to them when you’re conducting research. Is It a Cheetah? By Stephanie S. Tolan © 1996 Stephanie S. It's a tough time to raise, teach or be a highly gifted child. Giftedness, a global, integrative mental capacity, may be dismissed, replaced by fragmented "talents" which seem less threatening and theoretically easier for schools to deal with. The child who does well in school, gets good grades, wins awards, and "performs" beyond the norms for his or her age, is considered talented. A cheetah metaphor can help us see the problem with achievement-oriented thinking. But cheetahs are not always running. It's not difficult to identify a cheetah when it isn't running, provided we know its other characteristics. Its chief food is the antelope, itself a prodigious runner. While body design in nature is utilitarian, it also creates a powerful internal drive. Despite design and need however, certain conditions are necessary if it is to attain its famous 70 mph top speed. If a cheetah is fed Zoo Chow it may not run at all.
Association Cléophée - Réseau d'information et d'entraide sur l'Hypersensibilité To Teach Gifted Learners Well THE DOS AND DON'TS OF INSTRUCTION:What It Means To Teach Gifted Learners Well by Carol Ann Tomlinson, Ed.D, The University of Virginia Some people suggest that gifted education is just sort of "fluffy" or enriching-gravy on the potatoes, perhaps, but not anything especially substantial or critical in the way of mental fare. Others propose that all gifted education is what's good for all students. Unfortunately, those two criticisms sometimes stem from observing classrooms where gifted learners are taught inappropriately. So what does it mean to teach a highly able student well? Of course it will vary some with the age of the child, the subject, the learning style of the student-and possibly even the child's gender or culture. Good Instruction for Gifted Learners 1) Good curriculum and instruction for gifted learners begins with good curriculum and instruction. 2) Good teaching for gifted learners is paced in response to the student's individual needs. It's not so hard to articulate.
Fluid and crystallized intelligence History[edit] Fluid versus crystallized intelligence[edit] Fluid intelligence (gf) refers to basic processes of reasoning and other mental activities that depend only minimally on prior learning (such as formal and informal education) and acculturation. Horn notes that it is formless, and can "flow into" a wide variety of cognitive activities [7] Tasks measuring fluid reasoning require the ability to solve abstract reasoning problems. Crystallized intelligence (gc) refers to learned procedures and knowledge. An example of the application of fluid and crystallized abilities to problem-solving[edit] Horn[7] provided the following example of crystallized and fluid approaches to solving a problem. "There are 100 patients in a hospital. The crystallized approach to solving the problem would involve the application of high school level algebra. x + 1/2(100-x)*2 = the number of shoes worn, where x = the number of one-legged men. 100 - x = the number of two-legged men. In the workplace[edit]
What Are the Characteristics of Effective Teachers of the Gifted? Knowing the characteristics of the best teachers of gifted students would be helpful for a variety of reasons. Understanding these characteristics could help in the training of teachers, in hiring of teachers of the gifted, and in helping parents assess who might best serve their children. Although it would be helpful to understand the characteristics of the best teachers of gifted students, there does not appear to be a general consensus of what those characteristics are. There have, however, been a number of studies that attempt to synthesize this information. An interesting discussion question might be how the characteristics of a teacher of the gifted might differ from the characteristics of an exemplary teacher of any type of student. Based on questionnaire data and needing more thorough research, effective teachers of the gifted have the following characteristics: Student responses suggest effective teachers of the gifted need to
Lawen.free.fr - le site dédié à l'hypersensibilité Are We Failing Gifted Students? By Cindy Long Meet C.J. Wilson. He’s intellectually gifted, and he represents a population that is sometimes overlooked in increasingly crowded classrooms. Challenge Gifted Students Or They’ll Do it For You Like most gifted students, C.J. is a straight “A” student with a soaring I.Q. “He’d ask me what different words meant that he’d read in the newspaper,” Kim Wilson, C.J.’s mom, recalls. Either they’ll zone out or they’ll act out, says Del Siegle, Ph.D., a professor in gifted education and department head of Educational Psychology in the Neag School of Education at the University of Connecticut and past president of the National Association of Gifted Children. “Gifted kids need intellectual stimulation, or they’ll figure out ways to find it on their own” says Siegle, who taught a gifted and talented program for public school children in Montana for eight years. Step on the Gas and Accelerate My elementary school teachers were phenomenal and I was always engaged,” he says. The Five “C’s”
La musique est aussi euphorisante que la drogue La musique vous déstresse après une journée de travail ? Vous en écoutez chaque jour ? Selon l'article publié dans Nature Neuroscience par plusieurs chercheurs de l'Université de Montréal, vous êtes accro. A chaque fois que le cerveau éprouve du plaisir, pour un repas, une chanson ou lors de la prise de drogue, il sécrète en effet la même substance: la dopamine. « Une simple tonalité ne donnera pas de plaisir, seule», explique Valorie Salimpoor sur le site du Guardian, « pourtant une série de simples tonalités peut être l'une des expériences les plus agréables qu'un être humain puisse faire. Pour éviter que les patients ne soient influencés par les paroles, seuls des morceaux instrumentaux ont été utilisés lors des tests. L'Adagio pour Cordes de Barber Selon le résultats de l'équipe de chercheurs, écouter de la musique augmente de 6 à 9% le niveau de dopamine dans le cerveau. « Une personne est même montée à 21 %.