Lecturing gifted children

EDS 2101

Av, Ed, Jason and Aaron

True or False?Successful lectures promote passive teacher-centred learning.

Q&A should not be encouraged during lectures.

All gifted children are geniuses.

Gifted children do not require support.

All students are capable of making effective notes.

Lectures cannot encourage reflective thinking.

Best used for large groups

Teacher has control over : content, pace and questions

Providing new information or introducing a new concept

Provide the ‘big picture’

Features, why lecture?

Highlighting differences/similarities or linking concepts together

Explore a lot of information in a relatively short period

Provides the same point of reference for all students

Creates an organized flow between different concepts in the lecture

Features, why lecture?

Limitations (Freiberg, p. 211)

Lectures can be boring

Participation limited to 12% of the total class time

Difficult to determine student learning and receive feedback

Students with insufficient note taking skills are disadvantaged

Tendency toward passive learning (Fry, p.85)

Individual student needs are rarely met or even identified

Learning processes (Freiberg, p. 211)

Ineffective lectures tend to…

Emphasise lower level cognitive skills of memorization and recall rather than higher level thinking of synthesis and evaluation.

Rarely provides opportunities for the inclusion of the psychomotor domain and affective learning.

Effective lectures tend to…

Provide the opportunity for students to be engaged with the topic.Promote an active learning environment, that is students take part in the lecture and contribute to the overall learning of the class.Encourage higher level learning like analytical learning and evaluative learning.Provide an affective learning experience, learning linked to a strong memory or emotional state.

Learning processes (Freiberg, p. 211)

Myths about gifted children (Webb & Meckstroth & Tolan, 1982, p. 9, Table 1)

Common in public perception

Everything is going their way.

Can succeed without help.

Their families prize their special abilities.

Valued primarily for their brainpower.

More stable and mature emotionally

Got “something for nothing”

Want to be social isolates.

common among parents and educatorsNot aware of being different unless someone tells themWill reveal their giftednessGiftedness needs to be emphasisedNeed constant challenge by others to achieveNeed more disciplineAssume extra responsibility for othersEnjoy serving as examples for other children

Myths about gifted children (Webb & Meckstroth & Tolan, 1982, p. 9, Table 1)

Characteristics (Webb & Meckstroth & Tolan, 1982, p. 46 Table 4, p.15, 16, 17)

View world non-traditionally

Divergent thinkers

Do things differently

Like to experiment

Energetic/enthusiastic

If not engaged they get bored easily, daydream.

Highly developed curiosity and limitless supply of questions

Focused on personal interests

Can retain a great deal of information

Hop and skip from interest to interest – wide range of interests

Not always as mature as intelligent

Good vocabularies

Often read earlier than most children

Identify with each other

Unusual sense of humour

Characteristics (Webb & Meckstroth & Tolan, 1982, p. 46 Table 4, p.15, 16, 17)

Needs (Webb & Meckstroth & Tolan, 1982, p. 17, 29, table 3 p.36, table 6 p.67)

Guided focused supportive environmentCollaborative/cooperative learning environmentsTeachers to work from where they areIndividual needs to be metActive participation, empowerment, choices Constructive criticism and positive reinforcementEncouragement at attempts not just success

Consistency and transparency

Passionate enthusiastic teaching with realistic high expectations

Teaching that is relevant to life, interests and future

To belong, be liked by others, accepted

To feel good about themselves

Respect as an individual, not just as a learner

Help and opportunities to explore and recognise feelings

Needs (Webb & Meckstroth & Tolan, 1982, p. 17, 29, table 3 p.36, table 6 p.67)

ImplicationsStudents at all levels must be catered for

provide focused opportunities for student involvement

Lessons must be developed with an awareness of students knowledge/prior experience

Students choices to actively participate in lectures

Creative advice

Plan and organise your lectureCheck what time of day your delivering your lectureLimit the lecture to 3 – 5 concepts: don’t overloadState the objectives of the lectureIndicate how the lecture links in the big pictureIntersperse with other teaching strategies Lectures contextualised in student’s interests Place yourself in the students’ position

Variate the stimulus every 10-15 minutes, your pace must match your studentsUse humour Use cueing, let them know what’s especially important.Utilise varied media Use student interaction to stimulate active participation Supply handoutsUtilise a review Help students make lecture notes Walk around the space, check student notes

Creative advice

3 Goals of the lecture

Informative: provides information – content analysed into concepts/sub concepts then sequenced

Motivated: to motivate students primarily to provoke an interest in the subject

Reflective/critical thinking – encourage reflection/critical thinking

Variations of the lecture (Freiberg,2005, p.212)

• Pure lecture• Chalk/talk• Guided note taking lecture • A/V lecture• Combination lecture • Mini lecture

Main teaching steps Freiberg, 2005, (p. 207 )

Identify 2 or 3 key concepts to be included in lecture and provide examples of concepts

Prepare notes that highlight key concepts

Use analogies, stories and examples to support your ideas

Close lecture with summary of key points

Guidelines for lecturesContent material should be presented in small stepsPresentations should focus on 1 thought or idea at a timeAvoid digressing during lecturesModeling should accompany lectureBest accompanied by varied and specific examplesHave detailed explanations for difficult conceptsCheck for student understanding before proceeding to next pointMonitor progress with questions during the lectureStay on topic until students understand

SWOT analysis Strengths 1. Most information can be delivered in

short space of time 2. Teacher has highest degree of control

over pace, content and organization 3. Provides opportunity to

sharpen/practice note taking

Weaknesses1. Can be boring, passive learning2. Reduced opportunity for student

feedback, difficult to determine student understanding

3. Not all students are effective note takers

Opportunities. 1. Stimulus variation : humor, voice and

visuals 2. Combination lectures : Q&A,

discussion, etc. 3. Opportunity to teach note taking,

guided note taking, supply references

Threats/risks.1. Gifted children get bored easily unless

actively stimulated2. Gifted children want active participation

in learning with individual learning needs to be met

3. Gifted students generally will not write notes for what they already know

Conclusion

Reviewing what we have covered…

• Features of lecturing• Gifted students• Goals of lecturing

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