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7/24/2019 learning and the gifted child slide share copy-140623010003-phpapp02

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LEARNING AND THEGIFTED CHILD

Lee Ma

Indigo Assessment


2/19

OVE

THE GIFTED CHILD AND LEARNING

CHALLENGES

BARRIERS TO LEARNING

EMOTIONAL OVERLAYS

MOTIVATION

THE WAY FORWARD - SUPPORTING THEM APPROPRIATELY

SELF-REGULATED LEARNERS

MEDIATED LEARNING EXPERIENCES

SHIFTING TOWARDS DEEP LEARNING

Lee Marsh (Cayzer)


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SOME DEFINITIONS

Giftedness is a complex constellation of behaviours thexpressed in various ways, and there are honest differenceconcerning how much of which behaviours are needed foan adult to be considered gifted. Olenchak, F. Richard; Goerss, Jean; Beljan, Paul; Webb, JamEdward R. (2005-01-15). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders (KiPotential Press. Kindle Edition.

Giftedness ismore than intellect - has an emotional depth

Definitions that consider giftedness as potential to be develmake a distinction between what a child is capable of achiwhat the child will achieve. The fact that a child has exceppotential is part of what makes him or her gifted. The childsenvironment determines whether potential leads to achieve

Carol Bainbridge

Lee Marsh (Cayzer)
http://giftedkids.about.com/bio/Carol-Bainbridge-19284.htmhttp://giftedkids.about.com/bio/Carol-Bainbridge-19284.htm


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CHALLENGES

Lee Marsh (Cayzer)


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The Average Student Limited motivation

Limited volition Limited engagement

More engaged students

Students who are owning their learning journe Deeper learning and meaning making

Critical thinking

Lee Marsh (Cayzer)


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EMOTIONAL OVERLAYS

Lee Marsh (Cayzer)


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UNDERSTANDING THE ROLE OF SOCIAEMOTIONAL DIFFICULTIES IN LEARNIN

Two schools of thoughton whether gifted children are particularly at risk

emotional difficulties.1. Gifted and talented children as beingprone to problemsandin ne

interventionsto prevent or overcome their unique difficulties high potential children not identified as gifted often not in s

programs because of social and emotional difficulties that may dfew years of formal schooling, when there are few attempts made to sprovide assistance to these children(Ballering & Koch, 1984; Webb, 1993).

2. Gifted children asgenerally being able to fare quite well on their owchildren with problems needing special interventions are seen

minority. research on students from academic programs specifically design

children. Such children, by the very nature of the selection procefunctioning well in school, and are not experiencing major socialproblems (Webb, 1993; Whitmore, 1980).

Bottom line: social and emotional difficulties can mask giftedness and aschool performance

Gifted children riskfactors such as perfectionismorasynchronous d(Olenchak, F. Richard; Goerss, Jean; Beljan, Paul; Webb, James T.; Webb, Nadia E.; Amend, Edward R, 2005)

Lee Marsh (Cayzer)


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BARRIERS TO LEARNING

Generally, twice-exceptional students are those who meet tcriteria for bothgiftedness and learning disabilities.

Giftedness usually pertains to high intellectual abilities or potethan students' specific accomplishments. Gifted students aredepicted as having exceptional abilities or potential for leproblem solving. It is important to understand factors that potential.

Learning disabilities are defined as problems in learning due to processing difficultyin which the dysfunction affects one or moprocesses instead ofobstructing overall intellectual ability.

Dawn BeckleyUniversity of Connecticut

Lee Marsh (Cayzer)


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UNDERSTANDING THE IMPORTANCSENSORY AND PERCEPTUAL DEVELOP

LEVEL 1

PRIMARY SENSORY SYSTEMS

Touch, Balance & Movement, Body & Position, Other Senses

including visual and auditory

LEVEL 2SENSORY-MOTOR

SKILLS

Body Awareness, Hand Preference, Motor Planning

LEVEL 3

PERCEPTUAL MOTOR SKILLS

Auditory Discrimination, Speech & Language, Visual Discrimination,

Eye-Hand Coordination, Purposeful Activity

LEVEL 4

ACADEMIC READINESSAcademic Skills, Complex, Motor Skills, Regulation of Attention,

Organised Behaviour, Self-Esteem & Self-Control.

(Adapted from Dr. Jean Ayress Four levels of Sensory Integration Stock-Kranowitz, 2005:67)Lee Marsh (Cayzer)


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SOME THOUGHTS ABOUTDIAGNOSIS

It thesituation or setting perhaps inappropriate. Behaviouone environment may be seen as problematic in another se

Unspoken assumption that everyone should function equevery circumstance.

We see many children who have been refe

diagnoses/suspected ADD/ ADHD, OCD, AspergersDisordBipolar Disorder. Assessment might reveal misdiagnosis/oasynchronous development and giftedness (behaviours gifted children not sufficiently understand or accepted).

Can be acombination of factors -how to help children very different

Lee Marsh (Cayzer)


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DISCREPANCIES

Emerick (1988) suggested this discrepancy might include any of tcombinations:

high IQ score and low achievement test scores;

high IQ score and low grades;

high achievement test scores and low grades;

high indicators of intellectual, creative potential and low creative p

or high indicators of potential and limited presence of appropriate op

intellectual and creative development.

Siegle, Del (2012-10-01). Underachieving Gifted Child: Recognizing, Understanding, and Reversing Underachievement (Kindle Locations 167-173). SEdition.

Lee Marsh (Cayzer)


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ACKNOWLEDGING ASSETS

Lee Marsh (Cayzer)


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MOTIVATION

Lee Marsh (Cayzer)


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THE WAY FORWARDSUPPORTING THEM APPROPRIATELY

Lee Marsh (Cayzer)


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SELF-REGULATED LEARNINSelf-regulated learning emphasizes:

autonomyandcontrolby the individual whomonitors,directs, andreg

toward goals of information acquisition,expanding expertise, andself-(Paris & Paris, 2001:1)

Self-regulation refers to:

refers to self-generated thoughts, feelings, and actions that are cyclically adapted to the attainment ofpersonalgoals (Zimmerman, 2000:14)

Self-regulated learning - relies on learners beingmotivatedand beingself-control in attending to tasks:

Sustaining attention/not giving in to distractions Setting attainable goalsscaffolding!! TRAJECTORIES!!

Persistence when challenged

Core principles: Autonomous learning

Reflective learning & teaching becomingengaged in their own learn

Lee Marsh (Cayzer)


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MEDIATED LEARNING EXPERIEN

http://wordplay11Lee Marsh (Cayzer)


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COMING BACK FULL CIRCLE SHIFTING TOWARDS DEEP LEARN

Lee Marsh (Cayzer)


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The Average Student Limited motivation Limited volition

Limitedengagement

More engagedstudents

Students who areowning their learning

journey Deeper learning and

meaning making Critical thinking

Lee Marsh (Cayzer)


19/19

SOURCES http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html

Olenchak, F. Richard; Goerss, Jean; Beljan, Paul; Webb, James T.; Webb, Nadia E.; Amend, Edward R. (2005-01-15). Misdiagnos

of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders (Kindle Locations 142-144). Gre

Kindle Edition

Kozulin 1998, Chapter 3, The Mediated Learning Experience and Psychological Tools

Kozulin, A. 1985. Vygotsky in context. Chapter 1 In: Vygotsky, L. 1986. Thought and Language. Cambridge, MIT Press

Van der Westhuizen, G. J. and Lewis, H. 2004. The space for emancipatory learning in outcomes-based education. Paper presente

Conference on OBE, Pretoria, HSRC.

Paris, SG & Paris, AH. 2001. Classroom Applications of Research on Self-Regulated Learning. Educational psychologist, 36(2), 89

Magano, MM, Mostert, P and van der Westhuizen G. 2010. Learning conversations. The value of interactive learning. Johannesbu

Siegle, Del (2012-10-01). Underachieving Gifted Child: Recognizing, Understanding, and Reversing Underachievement (p. 20). So

Edition.

Schunk, DH. Motivation. Chapter 14 in: Schunk, Learning theories, an Educational Perspective. New York, Pearson.

Lee Marsh (Cayzer)
http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.htmlhttp://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.htmlhttp://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.htmlhttp://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html

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