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Gat pl session 1

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Gat pl session 1

  1. 1. Vestibulum Delenit Nulla vitae elit libero pharetra 60% 40% Fusce dapibus, tellus ac cursus commodo, tortor mauris condimentum nibh, ut fermentum massa justo sit amet risus. Nullam quis risus eget urna mollis ornare vel eu leo. Fusce dapibus, tellus ac cursus commodo, tortor mauris condimentum nibh, ut fermentum massa justo sit amet risus. Nullam quis risus eget urna mollis ornare vel eu leo.
  2. 2. Giftedness and Talent DoE’s Definitions Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical to a degree that places an individual at least among the top 10% of age peers. Talented students are those whose skills are distinctly above average in one or more areas of human performance to a degree that places an individual at least among the top 10% of age peers who are or have been active in that field or fields.
  3. 3. Giftedness translates into talent when the learner applies themselves to appropriate opportunities provided for learning, training and practice. The effectiveness of this translation depends on a range of different factors, some of which can be controlled by teachers - mentoring, working on in-depth personal interest projects, or the provision of meaningful enrichment tasks
  4. 4. Bright Students vs Gifted Students What are the differences? Bright Students • Know the answers • Are interested • Have good ideas • Work hard • Engaged and settled learner • Require 6-8 repetitions to achieve mastery • Enjoy peers • Copy accurately • Enjoy sequential learning Gifted Students • Ask the questions • Are highly curious • May have wild ideas • May play around in class • May have strong feelings/opinions • May require few repetitions to achieve mastery • Prefer adults • Create new designs • Thrive on complexity
  5. 5. Identifying Gifted Learners The Characteristics We Reward Exceptional reasoning ability Intellectual curiosity Rapid learning rate Ability to deal with abstractions Complex thought processes Vivid imagination Early moral concern Passion for learning Concentration Analytical thinking Divergent thinking/creativity Sense of justice Capacity for reflection Large vocabulary Enjoys problem-solving Desire to create or make Desire to organise people or things using complex schemas Sensitivity/Empathy Insightful
  6. 6. Identifying Gifted Learners The Characteristics That Challenge Us Questions rules/authority Need to understand Noncomformity Acute self-awareness Need for precision/logic Need for mental stimulation Deep feelings and reactions Preoccupation with own thoughts (daydreaming) Asks lots of probing questions, sometimes inappropriate Overexcitabilities Social difficulties due to asynchronous development High sensitivity Perfectionism Distance from peers due to faster development Intensity
  7. 7. Grouping @ EHS All identified gifted students grouped in G classes in stage 4 Research across countries has long supported the value of ability grouping for gifted learners when combined with appropriate differentiation, especially acceleration Facilitated at EHS by identification using a pathways model I
  8. 8. We should• Personalise learning • Accelerate students/classes using aligned skills further along in the syllabus • Use cross-curriculum priorities (sustainability, Asia and Australia, Indigenous histories and culture) to modify the content and create enrichment or extension tasks • Use general capabilities to modify processes and create enrichment or extension tasks (e.g. focus on ethical understanding)
  9. 9. Differentiation Gifted learners need content that is more complex, abstract or varied. They may need to progress through content more quickly. They may need tasks that use higher-order thinking, more problem solving and a focus on critical and creative thinking. They may need more control over their own learning. They may benefit from producing more authentic products, and from producing work that transforms learning, rather than summarises learning. They may need a learning environment that encourages independence and intrinsic learning.
  10. 10. A Word on Labels Be aware of using the label ‘gifted’ too much with identified students Can interfere with a growth mindset if students believe they are ‘gifted’ in some ways but not others Can also minimise risk-taking in their learning as students who tie up identity with giftedness may fear failure
  11. 11. Stanford students on being labelled ‘gifted’

For EHS PL

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