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Wednesday, December 29, 2010

Strategies and Methods for Teaching the Talented

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

5 comments:

  1. ULASAN & KRITIKAN ARTIKEL 1

    While there has been a significant push to improve the lot of students with disabilities, programs for the truly gifted student are often left to their own devices. Without training and supervision, some teachers will be intimidated by their precocious class and rather than opening doors to more advanced insight, will simply load students down with what amounts to busy work. A child who already knows how to read and write well, probably should not be burdened with basic grammar exercises. Instead, this student should be reading for research and writing essays. This isn't beyond the scope of truly gifted children as young as nine or ten. But with funding cut at every turn and demands being made on public schools to provide services beyond the scope of mere education, too often G/T programs are left to their own devices.

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  2. ULASAN & KRITIKAN ARTIKEL 2

    One can never get childhood back. Let them enjoy it. When it is time to learn, go to the place where resources are in front of them like a candy store, at the library. When it is time to re-charge, do not make them feel like they are wasting time if they are in their room "day dreaming". When there is a cry for help, please listen, and more importantly, let them slow down. They too, need time, to hear themselves think, and need an environment to do that too!

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  3. ULASAN & KRITIKAN ARTIKEL 3

    Allow the students to do work that meets his or her mental capacity. For example, if you have a student that is exceptionally gifted in science, set up a program where the student works with the high school science teacher. This will allow the student to receive the mental stimulation they need, while not completely segregating them from their peers.

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  4. ULASAN & KRITIKAN ARTIKEL 5


    Gifted children need to be surrounded by as many different learning opportunities as possible. Create a strong classroom environment by stocking bookshelves with reputable literature, allowing for flexible seating arrangements, bringing in guest speakers, and rotating artwork throughout the room on a regular basis. The more stimulating the environment, the more the child has to gain.

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  5. ULASAN & KRITIKAN ARTIKEL 4

    Meeting the needs of gifted students does not need to be an all consuming task. One of the easiest ways to better understand how to provide challenging material is to conduct informal whole class assessments on a regular basis. For example, before beginning any unit, administer the end of the unit test. Students who score above 80% should not be forced to "relearn" information they already know. Rather, these students should be given parallel opportunities that are challenging. I generally offered these students the option to complete an independent project on the topic or to substitute another experience that would meet the objectives of the assignment, i.e. taking a college/distance course.

    With areas of the curriculum that are sequential, such as mathematics and spelling, I recommend giving the end of the year test during the first week of school. If you have students who can demonstrate competency at 80% or higher, you will save them an entire year of frustration and boredom if you can determine exactly what their ability level is and then offer them curriculum that allows them to move forward. Formal assessments can be extremely helpful, however, they are expensive and there is generally a back log of students waiting to be tested. Conducting informal assessments is a useful and inexpensive tool that will offer you a lot of information.

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