Gifted and talented education: using technology to engage students | Teacher Network | Guardian Professional Here we have collated some highlights and links from our recent live chat, in association with IGGY, that explored the role of technology in gifted education. To read the discussion in full, click here. Jackie Swift (@jactherat), head of English at a London secondary school, was the G&T co-ordinator at her previous school and has blogged for the Guardian Teacher Network on gifted and talented pupils: Just what is gifted and talented? Do gifted and talented pupils need gifted and talented teachers? Ian Warwick, senior director, London Gifted and Talented Technology opens up spaces for really smart learners to explore: Technologies that include peer-education, learning through discourse, learning (and forming a world-view) synthesised from multiple discourses, rather than a single, authoritative narrative about any given subject, open up spaces for really smart learners to explore. The idea of gifted students being only from middle class or wealthy backgrounds is a classic misconception.
Stimuler la douance adulte Sharon Lind Stimuler la douance adulte : Reconnaître et adresser les besoins affectifs des adultes doués. Citation : From CAG Communicator. 1999 summer 30(3). Auteur : Sharon Lind Traduction : douance.be, 2004 Récemment, j’ai eu le plaisir de participer à une conférence internet avec des parents en Australie à propos des besoins socio-émotionnels des enfants doués. Pendant les deux semaines de dialogue, une mère, Michelle, dit un jour : « Ma propre expérience (et, je le soupçonne, celle aussi de nombreux parents d’enfants doués) est que la prise de conscience de sa douance survient lorsqu’on est devenu parent. Dans le processus d’apprentissage de « comment répondre aux besoins de l’enfant », nous, parents, nous prenons souvent à découvrir des tas de choses sur nous-mêmes et même, peut-être, à devoir gérer quelques douloureux souvenirs de nos propres expériences dans l’enfance. » Les commentaires de Michelle ne sont pas inhabituels. Admettre ses propres dons Enrichir son propre développement identitaire
Existential depression in gifted individuals Webb, J. Supporting Emotional Needs of the Gifted (SENG) This article by James Webb discusses existential depression among gifted young people. He examines what it is, how it may manifest in a gifted child, and what a parent can do to help their child through these difficult feelings. It has been my experience that gifted and talented persons are more likely to experience a type of depression referred to as existential depression. Existential depression is a depression that arises when an individual confronts certain basic issues of existence. Why should such existential concerns occur disproportionately among gifted persons? Because gifted children are able to consider the possibilities of how things might be, they tend to be idealists. When gifted children try to share these concerns with others, they are usually met with reactions ranging from puzzlement to hostility. The reaction of gifted youngsters (again with intensity) to these frustrations is often one of anger. References
Discovering the gifted ex-child Discovering the Gifted Ex-Child Abstract Most of the attention given to the gifted over the years has been devoted to gifted children, a population identified by unusual mental processing that sets them apart from the norms. Gifted adults, however, are recognized in our society solely by their achievements. The innate qualities of mind that are found in gifted children do not disappear as the children grow up. The unusual developmental trajectory of the gifted creates an extraordinary experience of life for the individual at any age, whether or not that individual is able to achieve in ways society recognizes and values. The achievement orientation that has always existed for adults and is now taking over the field of gifted education, makes it difficult for the gifted to understand the qualities of mind that make them different. Stephanie Tolan (Stephanie Tolan is a consultant, writer, and a Contributing Editor of the Roeper Review.) Who am I? Where Have the Gifted Children Gone?
Problems of Gifted Children - Social and Emotional Problems Affecting Gifted Children The characteristics of gifted children often lead to social and emotional problems that can affect their emotional and social development. To understand your gifted child completely, it's a good idea to see how your child's giftedness can influence his or her behavior. Problems Resulting From Asynchronous Development Gifted children can intellectually understand abstract concepts but may be unable to deal with those concepts emotionally, leading to intense concerns about death, the future, sex, and other such issues. Gifted children's physical development may lead to an inability to complete a task they are capable of intellectually envisioning. (Perfectionism may play a role in this frustration as well.)A gifted child may be able to participate in adult conversations about issues such as global warming or world hunger one minute and the next minute cry and whine because a sibling took a favorite toy. Problems Resulting From Advanced Verbal and Reasoning Ability
Being Gifted It’s painful. It’s a blessing and a curse It’s what you are. The Pain Understand that the psychological / existential turmoil you’re suffering through is an aspect of being gifted. Your mind causes the cognitive dissonance. It goes to battle with itself, due to complex and contradicting thoughts and emotions. You don’t fit into the slots provided to you by society. You suffer because you see through the BS, but don’t know what you can do about it. You’re lost out there in the world. Why me? We are a byproduct of society’s dramatic evolution, and the chaos unleashed by it. We are adaptive, imaginative, and creative. We are the cure. It’s Not the Ideal Plan, but We’ve Been Left with no Alternatives Societal evolution created a ton of problems, but also countless areas of opportunity. We were sprinkled around the globe, and left with little to no support for development. However, we are out there. There is No “Path” for Us We have to seek out and find one another. We Were Dealt a Shitty Hand Related
Fostering Adult Giftedness: Acknowledging and Addressing Affective Needs of Gifted Adults Fostering Adult Giftedness: Acknowledging and Addressing Affective Needs of Gifted Adults Recently I had the pleasure of participating in an Internet conference with parents in Australia about the social and emotional needs of gifted children. During the two weeks of dialogue one parent, Michelle, said: My own experience (and I suspect that of many other parents of gifted children) is that my awareness of giftedness came about after becoming a parent. She went on to say: It’s something I’ve noticed in my discussions with other parents — while many of them accept their child’s giftedness and associated traits, they seem to be in “denial” about their own giftedness, or at varying stages of dealing with it. Michelle’s comments are not unusual. Giftedness in adults can be viewed through a number of lenses. Acknowledge Your Own Gifts The first step towards building a strong social and emotion base is to recognize and acknowledge one’s own strengths or gifts.
Maud Besançon : Haut potentiel intellectuel vs créativité - Planète-Douance Maud Besançon, Docteur en psychologie, Maître de conférence en psychologie différentielle à l’Université de Nanterre Paris la Défense. Maud Besançon étudie les enfants à haut potentiel. Quand nous faisons passer un test de créativité aux enfants à haut potentiel (QI au-dessus de 130), nous constatons que certains ont un haut potentiel créatif et d’autres n’en ont pas. Et à l’inverse nous constatons que certains ont un haut potentiel créatif mais n’ont pas un haut potentiel intellectuel. La différence ne se situe pas uniquement au niveau de l’environnement éducationnel, culturel et social. Il y a des bases neurologiques qui attestent de cette différence, notamment au niveau du cortex préfrontal, où les enfants à haut potentiel créatif ont plus de connections. Audio Player Pour détecter les enfants à haut potentiel créatif, nous avons créé un test qui s’appelle EPOC, évaluation du potentiel créatif, avec Todd Lubart et Batiste Barbot. Related posts:
Beyond the couch The Examined Life: How We Lose and Find Ourselves Stephen GroszChatto & Windus, 240pp, £14.99 What, exactly, is an “examined life”? One that is worth living, according to Plato’s Apology, in which he records Socrates, on trial for his life, arguing that “the unexamined life is not worth living”. The American-born psychoanalyst Stephen Grosz borrows the philosopher’s aphorism-in-extremis for the title of his book of case studies or “episodes”. Classically, the psychoanalyst is the blank surface on to which the client’s anxieties are projected. Grosz, true to type, relays a minimum of personal information. In his preface, Grosz writes that the book is about “our desire to talk, to understand and be understood. At its most primitive, the act of self-examination is what makes us human. The writer and philosopher Julian Baggini has argued that the Socratic maxim about the examined life is profoundly elitist. Psychoanalysis, however, has not.