Strategies and Methods For Teaching the Talented and Gifted

Children

PREPARED BY:

Zahirni Binti Ramli

Yasnizah Binti Yahya

Syamsina Haryanti Binti Hawalit

All the time I just sat there….waiting,

Waiting for something new to learn,

My teachers should have ridden of Jesse James,

For all the learning time they have stolen from me!

No Child Left Behind Act (2001)

Improvement of Education:

• Subpart 6 — Gifted and Talented Students

VS

• Akta Pendidikan 1996

What Gifted Students Need:

• Compacting:• Condensing a semester or a year’s

worth of learning into a shorter time period.

• Differentiation:• Providing gifted students with

different tasks and activities than their age peers – tasks that lead to real learning for them

1.Content 2. Process

5 Elements

5. Assessment 3. Product

4. Environment

Content……

• All kids need to learn all the content they are expected to know!

• Content is differentiated through the use of more advanced, complex texts and resource materials, compacting, learning contracts, interdisciplinary learning, accelerated pacing, etc…..

• Focusing more understanding than just the information

Process

• Method students use to make sense of concepts, generalizations, and/or the required standards

• Encompasses learning styles considerations, creative and productive thinking, conceptualizing, focus on open-ended and problem solving tasks and to share what they have learned

Product…..

• The ways in which children choose to illustrate and demonstrate their understanding of the content and process

• Often more willing to produce actual product – an exhibition, independent study or performance

Environment….

• Actual physical where learning take place

• Spend more time in an independent study than their classmates, often work outside the classroom as part of their differentiated work

Assessment….

• Should experience consistent opportunities to demonstrate previous mastery before certain unit being taught

• Should be encourage to develop their own rubrics and other methods to assess their study projects

Recommendations for all teachers.Adapted from the Martinson-Weiner Scale of Teacher Behaviors.

1. Conduct group discussions.2. Select questions that stimulate higher-level thinking.3. Use varied teaching strategies effectively.4. Utilize critical thinking skills in appropriate contexts.5. Encourage independent thinking and open inquiry.6. Understand and encourage student ideas and student-

directed work.7. Demonstrate understanding of the educational

implications of giftedness.8. Utilize creative thinking techniques.9. Utilize problem-solving techniques.10. Synthesize student assessment data and curriculum

content effectively.

From Comprehensive Curriculum for Gifted Learners by Joyce Van Tassel-Baska, Simon & Schuster, Inc., MA: 1994, pg. 65.

Strategies for Teaching Gifted and Talented Students

• Create alternative activities that go beyond the regular curriculum.

• Work with students to design an independent project that they would be interested in completing for credit.

• If possible, involve students in academic competitions in your area.

• Create tiered assignments, which have different expectations for different levels of learners.

Technology and Gifted and Talented Students

• Computers allow students to move at their own pace.

• Computers can be used to complete alternative activities and independent projects.

• Many computer programs can be used to help students learn and master new material not covered in the regular classroom.

• There are some online educational programs for gifted and talented students, such as EPGY at Stanford University.

Common Myths

• Gifted students do not need help. If they are really gifted, they can manage on their own.

• The social and emotional development of the gifted student is at the same level as his/her intellectual development.

• The primary value of a gifted student lies in his/her brain power.

• Gifted students need to serve as examples to others, and they should always assume extra responsibility.

• Gifted students are naturally creative and do not need encouragement.

References• Driscoll, A., & Freiberg, H.J. (2005). Universal teaching

strategies 4th ed.Boston : Pearson Education Inc.

 • Fry, H., & Ketteridge, S., & Marshall, S. (1999). A handbook for

teaching and Learning in higher education. London : Kogan Page

Ltd

• Gibbs, G., & Habeshaw, T. (1989). Preparing to teach. Bristol : Technical and

Educational Services ltd • Gibbs, G., & Habeshaw, S., & Habeshaw, T. (1984). Interesting

things to do in your lectures. Bristol : Technical and Educational Services

ltd • Tolan, S.S., & Meckstroth, E.A., & Webb, J.T. (1991). Guiding

the gifted child : a practical source for parents and teachers. Australia : Hawker Brownlow Education