Advanced Development Journal. Advanced Development is the first journal on adult giftedness. It is published by the Institute for the Study of Advanced Development, a nonprofit research corporation dedicated to the study of giftedness, advanced development, and undeveloped potential in women. We view adult giftedness in terms of the development of human potential--not potential for achievement, or "success" -- but potential for higher human values. In Advanced Development we explore empathy, integrity, compassion, autonomy, responsibility, authenticity, moral courage, commitment, insightfulness, and more. Are you an undetected gifted adult who needs more information on adult giftedness? As a gifted adult, you may know you are different but not realize why. A sense of humor and creativity few others understand a sense of alienation and loneliness outrage at moral breaches that the rest of the world seems to take for granted being out-of-step and on a separate path Volume 1 - Positive Disintegration Volume 4 - The Self.
Visual-Spatial Learners. Linda Kreger Silverman. Ph.D. Welcome to the wonderful world of the visual-spatial learner! We’re excited to share with you information about this important learning style, and to share with you about recognizing, assessing, teaching, counseling and living with visual-spatial learners. Many teachers try very hard to accommodate the various learning styles of their students, but this can be an overwhelming task, as some of the learning styles inventories and models are quite complicated. As a former classroom teacher myself, I know that there are a limited number of hours in the day, and even the most dedicated teacher cannot plan for all the different learning styles and intelligences of his or her students.
Take heart! The main difference between the two groups was that highly gifted children also excelled at the auditory-sequential items, whereas children who were brighter than their IQ scores had marked auditory and sequential weaknesses. The Visual-Spatial Identifier. When one size doesn't fit all! Catering for the learning needs of all students within the one class can sometimes be easier said than done. This article explores some of the theory related to addressing different learning needs, as well as some practical strategies for developing curriculum programs that can support the learning needs of all students. A key principle of the K-10 Curriculum Framework is that the curriculum is inclusive of the learning needs of all students. The syllabus documents are designed to meet the learning needs of the majority of students in any classroom. However, many teachers will find themselves in a situation where they may need to make modifications to address the learning needs of special needs students or gifted and talented students in their classes.
The reality of initiating such modifications with a class of up to 30 students may cause some angst for teachers who have had no previous experience in planning a multi-layered program. Supporting students with special needs in your class. GT_Teacher_Toolkit. Differentiating the curriculum. The Policy and implementation strategies for the education of gifted and talented students: Support package: Curriculum differentiation (2004) (pdf 1345kb) provides an introduction to curriculum differentiation for gifted and talented students and is suitable for all stages of schooling. It needs to be read in conjunction with the Policy and implementation strategies for the education of gifted and talented students (revised 2004) and its companion document (2004) (pdf 270kb).
The purpose of differentiating the curriculum is to provide appropriate learning opportunities for gifted and talented students. Three important characteristics of gifted students that underscore the rationale for curriculum differentiation (Van Tassel–Baska, 1988) are the capacity to: learn at faster rates find, solve and act on problems more readily manipulate abstract ideas and make connections. The creation of a differentiated curriculum requires some pre-planning. Definitions Article (pdf 25kb) Acceleration Web page. Starjump - Gifted, Learning Difficulties, Visual Spatial Learning & Behaviour Challenges - Learning Difficulties.
Gifted Education. Gifted students are those whose potential is distinctly above average in one or more of the following domains : intellectual, creative, social and physical. Talented students are those whose skills are distinctly above average in one or more areas of human performance. 1 These are linked to Gagne’s earlier work as in this document and demonstrated in his Differentiated Model of Giftedness and Talent in diagrammatic form. Other models also exist. Within the Australian system, gifted education can be found with individual students on special programs, within individual classrooms, in specialist classrooms such as OC Classes in NSW, in selective high schools, in specialist high schools, curriculum differentiation, through early entry to schooling and through accelerated progression once within the system. No individual method is best for all students. States & Territories Australian Capital Territory New ! New South Wales Northern Territory Queensland South Australia Tasmania Victoria.
Gifted Education Research, Resource & Information Centre (GERRIC) : UNSW Faculty of Arts & Social Sciences.