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Wednesday, December 29, 2010

Key Issues and Problems in Gifted Children

Article 1, Article 2 , Article 3 , Article 4, Article 5

5 comments:

  1. ULASAN & KRITIKAN ARTIKEL 1

    Pendidikan pintar cerdas, menjadi satu bidang yang susah berkembang di Malaysia setelah sekian lama bidang ini berkembang maju di serata dunia. Negara ini masih tidak setanding dengan negara membangun yang lain seperti India dan China, di mana penyelidikan tentang psikologi pintar cerdas telah mantap dan berkembang maju sejak lebih daripada 40 tahun yang lepas. Program-program pendidikan pintar cerdas dan institusi penyelidikan pelajar pintar cerdas ditubuhkan di sekolah biasa mahupun di peringkat universiti.

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  2. ULASAN & KRITIKAN ARTIKEL 2

    Kanak-kanak bijak atau pintar cerdas memerlukan bantuan untuk membantu mereka menggunakan keupayaan sepenuhnya, kata seorang pakar pendidikan sebuah universiti tersohor.

    Pengarah Eksekutif Johns Hopkins University - Centre of Talented Youth (CTY), Dr Lea Ybarra berkata orang ramai selalu menganggap pelajar otak bergeliga atau pintar cerdas tidak memerlukan sebarang bantuan.

    "Sebilangan orang berfikir, jika anak itu bijak mereka akan berjaya melakukan apa pun. Mereka tidak perlukan bantuan sesiapa. Namun, itu tidak benar. Ia seperti seorang kanak-kanak yang tidak boleh membaca memerlukan bantuan seseorang untuk mengajarnya membaca," katanya kepada pemberita pada satu persidangan antararbangsa mengenai Pendidikan Awal Kanak-kanak di sini Khamis.

    Ybarra berkata CTY diwujudkan pada 1979 semata-mata untuk menampung keperluan pelajar bijak atau pintar cerdas sehingga dapat menggunakan sepenuhnya keupayaan mereka.

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  3. ULASAN & KRITIKAN ARTIKEL 3

    Pegawai pelajaran dan guru disaran menggalakkan pelajar mereka mengambil ujian PERMATApintar untuk mencungkil bakat pelajar pintar cerdas di negara ini.

    Penaung program PERMATApintar Negara, Datin Seri Rosmah Mansor berkata, ia dibangunkan kerana menyedari kanak-kanak pintar cerdas mempunyai keperluan khas dari segi jasmani, emosi, rohani dan intelektual yang perlu dipenuhi serta dipupuk secara holistik.

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  4. ULASAN & KRITIKAN ARTIKEL 4

    Whitmore (1980) provides a checklist to identify gifted underachievers. If, after observation, a student exhibits 10 or more of the listed traits, it is suggested that more tests be done to determine whether the student is gifted and underachieving. Of the 20 traits listed, Whitmore cites 7 that are most significant:


    Poor test performance;
    Achievement at or below grade-level expectations in one or all of the basic skill areas: reading, language arts, or mathematics;
    Daily work frequently incomplete or poorly done;
    Superior comprehension and retention of concepts when interested;
    Vast gap between qualitative level of oral and written work;
    Wide range of interests and possibly special expertise in an area of investigation and research; and
    Low self-esteem in tendencies to withdraw or be aggressive in the classroom.

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  5. ULASAN & KRITIKAN ARTIKEL 5

    Strategies To Reverse Patterns of Underachievement
    Luckily, it is easier to reverse patterns of underachieving behavior than it is to define the term underachievement.

    Whitmore (1980) describes three types of strategies that she found effective in working with underachieving behaviors in students:

    Supportive Strategies. Classroom techniques and designs that allow students to feel they are part of a "family," versus a "factory," include methods such as holding class meetings to discuss student concerns; designing curriculum activities based on the needs and interests of the children; and allowing students to bypass assignments on subjects in which they have previously shown competency.


    Intrinsic Strategies. These strategies incorporate the idea that students' self-concepts as learners are tied closely to their desire to achieve academically (Purkey and Novak, 1984). Thus, a classroom that invites positive attitudes is likely to encourage achievement. In classrooms of this type, teachers encourage attempts, not just successes; they value student input in creating classroom rules and responsibilities; and they allow students to evaluate their own work before receiving a grade from the teacher.


    Remedial Strategies. Teachers who are effective in reversing underachieving behaviors recognize that students are not perfect - that each child has specific strengths and weaknesses as well as social, emotional and intellectual needs. With remedial strategies, students are given chances to excel in their areas of strength and interest while opportunities are provided in specific areas of learning deficiencies. This remediation is done in a "safe environment in which mistakes are considered a part of learning for everyone, including the teacher.


    The key to eventual success lies in the willingness of parents and teachers to encourage students whenever their performance or attitude shifts (even slightly) in a positive direction.

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