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? We developed a quiz to test the extent to which you can really identify what the research says. You often see and hear the phrase "the research says" to support a strongly held viewpoint. But you should ask yourself, does it really say that? 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.
Test-Taking Cements Knowledge Better Than Studying, Researchers Say The research, published online Thursday in the journal Science, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods. One of those methods — repeatedly studying the material — is familiar to legions of students who cram before exams. The other — having students draw detailed diagrams documenting what they are learning — is prized by many teachers because it forces students to make connections among facts. These other methods not only are popular, the researchers reported; they also seem to give students the illusion that they know material better than they do. In the experiments, the students were asked to predict how much they would remember a week after using one of the methods to learn the material. Several cognitive scientists and education experts said the results were striking. The final group took a “retrieval practice” test.
SENG 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.
Test Yourself to Learn Better Summer's over and school is starting again. For students, school means learning and testing. Most students believe that learning is the real reason that students are in school, and then they are tested to make sure that they learned what they were supposed to have learned. Because students believe that learning and testing are separate things, they often study inefficiently. Growing evidence from a variety of researchers including Robert Bjork at UCLA and H.L. Ideally, you start with some learning experience. A paper by Vered Halamish and Robert Bjork in the July 2011 issue of the Journal of Experimental Psychology: Learning, Memory, and Cognition describes a number of the advantages of studying by testing yourself over traditional methods of studying. The authors point out two key benefits of studying by testing. In addition, the harder the test, the bigger the advantage of studying by testing over studying in the traditional way. Finally, this works even if you're not in school.
Career Planning for Gifted and Talented Youth Kerr, B. ERIC Digest #E492 1990 This article by Barbara Kerr offers guidelines in planning career paths for gifted and talented youth. Possible intervention strategies are presented for elementary, junior high, senior high, and college/young adult ages. The article is divided into three sections -- multiple possibilities, focused interests, and planning with special populations -- for career planning strategies. Although parents and teachers may be concerned about academic planning for gifted and talented young people, they often assume that career planning will take care of itself. Unfortunately, evidence is mounting that youthful brilliance in one or more areas does not always translate into adult satisfaction and accomplishment in working life. Recognition of these problems has produced counseling models that address student needs (e.g., Berger, 1989; Buescher, 1987; Silverman, 1989; VanTassel-Baska, 1990). College: Multipotential students often have multiple academic majors.
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
Word on the Tip of Your Tongue? Study Suggests You're Better Off Looking Up the Answer Have you ever been asked a question that you know the answer to, but found yourself struggling to think of the correct word? "Oh, I know this," you might say. "I know that it starts with a B." While it may be tempting to spend some time struggling to find the answer, research by psychologist Karin Humphreys and Amy Beth Warriner suggests that the more time you spend trying to remember a word on the tip of your tongue actually makes it more likely that you'll struggle with the word again in the future. "Your spinning your tires in the snow," Humphreys explains in a ScienCentral interview. "Your digging yourself in deeper." Humphreys own interest in the topic comes from personal experience struggling to remember certain words that seemed to continually pose a challenge. In the study, researchers showed 30 participants questions that they either knew, didn't know or had the answers at the tip of their tongues. The study has important applications for students and educators. Related Reading:
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. 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. Responding to those concerns, a three-way comparison of a high achiever, a gifted learner, and a creative thinker is proposed for you to consider and ponder. Later, in the second cartoon, the teacher poses a question to the class. Szabos, J. (1989).