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High Achiever, Gifted Learner, CreativeThinker

High Achiever, Gifted Learner, CreativeThinker
Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness. High-achieving students are noticed for their on-time, neat, well-developed, and correct learning products. Adults comment on these students' consistent high grades and note how well they acclimate to class procedures and discussions. Some adults assume these students are gifted because their school-appropriate behaviors and products surface above the typical responses of grade-level students. Educators with expertise in gifted education are frustrated trying to help other educators and parents understand that while high achievers are valuable participants whose high-level modeling is welcomed in classes, they learn differently from gifted learners. In 1989, Janice Szabos published a comparison of the bright child and the gifted learner. Later, in the second cartoon, the teacher poses a question to the class. Szabos, J. (1989).

Are We Failing Gifted Students? By Cindy Long Meet C.J. Wilson. He’s a fourteen-year-old from Alexandria, Va., who likes video games, going to the movies and playing neighborhood football with his friends. 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. Step on the Gas and Accelerate In Fairfax County, Va., where C.J. goes to school, gifted students are placed in the Advanced Academic Program (AAP). The Five “C’s” He’s right.

How the Gifted Brain Learns Deduction & Induction « PreviousHomeNext » 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. Copyright ©2006, William M.K.

wrapping up 2007 (28 December 2007, Interconnected) Wrapping up 2007: As Borges wrote reviews of non-existent books, I have notes for essays I'll never write. Here I've collected what's been on my mind the last couple of months. The common theme of Web 2.0 Expo Berlin was surfaces, which I picked up primarily from a talk on microformats as nanotech by Jeremy Keith and a conversation with Terry Jones. In short: the surface of the Web is currently pages - these are the atoms - which are interlinked (Tom Coates talks about how to be native to the Web of data). What microformats and other forms of structure do is increase the resolution of the Web: each page becomes a complex surface of many kinds of wrinkles, and by looking at many pages next to each other it becomes apparent that certain of these wrinkles are repeated patterns. So what does phenotropics mean for the Web? The technological future of the Web is in micro and macro structure. The macro investigation is like chemistry. You know, seeing is just like predicting the future.

Definitions of Giftedness | National Association for Gifted Children Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures. Even within schools you will find a range of beliefs about the word "gifted," which has become a term with multiple meanings and much nuance. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and social-emotional functions can develop unevenly. Some gifted children with exceptional aptitude may not demonstrate outstanding levels of achievement due to environmental circumstances such as limited opportunities to learn as a result of poverty, discrimination, or cultural barriers; due to physical or learning disabilities; or due to motivational or emotional problems. This dichotomy between potential for and demonstrated achievement has implications for schools as they design programs and services for gifted students. NAGC does not subscribe to any one theory of the nature of human abilities or their origins.

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. So what does it mean to teach a highly able student well? 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. 3) Good teaching for gifted learners happens at a higher "degree of difficulty" than for many students their age. 4) Good teaching for gifted learners requires an understanding of "supported risk." Inappropriate Instruction for Gifted Learners It's not so hard to articulate.

Association Cléophée - Réseau d'information et d'entraide sur l'Hypersensibilité Fluid and crystallized intelligence Fluid intelligence or fluid reasoning is the capacity to reason and solve novel problems, independent of any knowledge from the past.[2] It is the ability to analyze novel problems, identify patterns and relationships that underpin these problems and the extrapolation of these using logic[citation needed]. It is necessary for all logical problem solving. Fluid reasoning includes inductive reasoning and deductive reasoning. Crystallized intelligence is the ability to use skills, knowledge, and experience. It does not equate to memory, but it does rely on accessing information from long-term memory[citation needed]. The terms are somewhat misleading because one is not a "crystallized" form of the other. Fluid and crystallized intelligence are thus correlated with each other, and most IQ tests attempt to measure both varieties. History[edit] Theoretical development[edit] Fluid versus crystallized[edit] Factor structure[edit] Measurement of fluid intelligence[edit] See also[edit] References[edit]

How to Use English Punctuation Correctly - WikiHow Steps Part 1 Using Proper Capitalization 1Always start a sentence with a capital letter. Part 2 Using End-of-Sentence Punctuation Marks 1Use a period (full stop) to end declarative sentences and statements. Part 3 Using Commas 1Use a comma to indicate a break or pause within a sentence. Part 4 Using Colons and Semicolons 1Use a semicolon to separate two related but independent clauses. Part 5 Using Hyphens and Dashes 1Use a hyphen when adding a prefix to some words. Part 6 Using Apostrophes 1Use the apostrophe together with the letter s to indicate possession. Part 7 Using Slashes 1Use the slash to separate and from or, when appropriate. Part 8 Using Miscellaneous Punctuation Marks Community Q&A Add New Question How do I punctuate the title of a book in a sentence? Ask a Question If this question (or a similar one) is answered twice in this section, please click here to let us know. Tips The placement of punctuation marks before or after a closing quotation mark varies. Warnings Article Info Featured Article

Characteristics and Behaviors of the Gifted Characteristics of Gifted Children Identifying The Gifted Recognizing the Characteristics of Gifted Children General Behavior Characteristics Learning Characteristics Creative Characteristics Who are the Highly Gifted? Some Myths About Gifted Children Identifying The Gifted Einstein was four years old before he could speak and seven before he could read. Recognizing the Characteristics of Gifted Children ERIC Clearinghouse on Handicapped and Gifted Children (1985) cites three types of characteristics of gifted children: general behavioral, learning, and creative characteristics. General Behavior Characteristics Gifted children's behavior differs from that of their age-mates in the following ways: Learning Characteristics Gifted children are natural learners who often show many of these characteristics: Creative Characteristics Gifted children's creative abilities often set them apart from their age-mates. Who are the Highly Gifted? Learn at a much faster pace. Printed with Permission Not necessarily.

NRC/GT—Winter '98 Newsletter-Distinguishing Myths From Realities: NRC/GT Research Marcia Gentry Mankato State University Mankato, MN Karen Kettle Durham Board of Education Whitby, Ontario How well do you know the research findings of the NRC/GT? Now check your responses with the following key. Research Documentation Cooperative learning in heterogeneous groups provides academic benefits for gifted and talented students. References Ableman, R. (1992). Clark, G. Delcourt, M. Hoge, R. Jackson, N. Kulik, J. Robinson, A. (1991). Robinson, N. Rogers, K. Runco, M. Sheffield, L.