Discover how to support gifted learners in your classroom ... · 3. Techniques to support Sean –Lost or self-aware Lacking confidence –Support, feedback, faith Stuck on unfamiliar

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Discover how to support gifted learners in your

classroom and help them excel

Presented by Penny WilloughbyFor:

Presentation Copyright © 2018 Penny Willoughby

Thinking Outside The Box

Professional Education Services

[email protected]

0418 520 023 totb.com.au

mailto:[email protected]

+Outline

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1. Who are our gifted learners?

2. Why we need a different approach

3. Techniques to support gifted learners


+Introduction

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+1. Who are our gifted learners?

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Photo by Johnny McClung: https://unsplash.com/@johnnymcclung


Blocks or frustrations? Disruptive and passive?

Emily – demanding or soaring

Sean – lost or self-aware (strategies)

Liam – quiet or extraordinary

Clark – quiet or exuberant

Susan – needy or passionate / expert

Adam – misfit or cool

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Gifted

Gifted / Highly Able / High Potential – Someone who has

the potential to perform at levels significantly beyond the

average for his or her age. (5-15%)

Talented

Talented – A highly able (gifted) child who is performing at

a level significantly above his or her age group.

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Highly curious, asks the questions

Has wild, silly ideas

Plays around yet tests well

Prefers adults

Already knows

Dislikes repetition, masters quickly

Infers

Good guesser

Thrives on complexity

Highly self-critical

Oral work significantly better

Interest driven

General knowledge

Imaginative, creative

Perfectionist, doesn’t take risks, fear of failure

Disputes discipline

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Gifted Underachievers


+2. Why we need a different approach

Not all independent and self motivated – Structure,

scaffolding, examples, connect to interest

Won’t necessarily challenge themselves – Examples

(fractions story), rubrics, task design, negotiation

Low self-efficacy & self-esteem – Focus on real achievements

& effort

Visual-Spatial Learners (VSL) – Scaffolding, assistance to

organise ideas, graphic organisers

Complex thinking – Guidance for tests and multiple choice

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Dispelling The Myths


1/3 of highly able children are underachieving.

Highly able children’s educational needs are unique. (Next)

Some highly able children are invisible and may be

sabotaging their learning (unconsciously or consciously).

Underachieving highly able students are at risk of tuning out,

developing behavioural issues and never reaching their

potential.

We need to meet the specific needs of every child, including

those who are highly able.

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Facts


Twitter hashtag: “#iwishmyteacherknew”

Book: “I Wish My Teacher Knew: How One Question Can

Change Everything For Our Kids,” Ms. Schwartz

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Opportunities to struggle and learn new materials or skills

More detail: Time to explore or immerse

Far less routine, drill & revision

Curriculum compacting / acceleration in talent

Numerous options and challenges

Less detail: Higher-order thinking; EG. Ethics, Blooms,

philosophy

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Different Learning Needs

+3. Techniques to support

Modified tasks

Healthy competition

Set and attain realistic goals

Allowance for the creative process

Enrichment in the classroom

Share, be appreciated or the expert

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Open-ended questions

Problem-solving

Real world links

Counseling and emotional support

Interactions with like-minded children or adults (eg. Mentor,

extension classes, interest classes or camps)

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Sean – Lost or self-aware

Lacking confidence – Support, feedback, faith

Stuck on unfamiliar tasks – Pers. folder of processes & learning, repetition, show progress

Social – Assume maturity, choices, reflection, self-direction

Emily – Demanding or soaring

Tunnel vision – Humour, flexibility, personal learning plan, interest connection, peer group

High aspirations – Like-minded group, opportunities, personalised challenges

Excitabilities – Peer group, adult support

Perfectionist – Counseling support, teacher guidance, strategies

Competitive – External competitions

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1. Content

Complexity

Connections EG. Other

subjects, real world

Imaginary vs. real

2. Process

Group vs. independent

Creativity vs. structure

Steps vs. critical thinking,

rationales, justifications

3. Product

Creativity, originality

Audience

MAD - Make A Difference

Preliminary research

4. Environment

Mobility

Community involvement

Virtual instruction

Self-directed learning


Maker Model – Four ways to differentiate / personalise


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1. Content

Abstraction – Are human responses alike at times?

Organisation – New classification

Inquiry method – Scientific illustration

2. Process

Synthesis – Study blueprint designs and design own

Predict future of landscape

Discus pesticide paradox

Analogy – Is photosynthesis like baking bread?

3. Product

Real world application

Visual exhibition of species

without collecting

Present arguments and

solutions for current debate

4. Environment

Connect on topic with

students in other

environment/country

Additional research via Khan


Maker Model – Example: Science - Plants

Adapted from Gross, MacLeod & Pretorius, 2001

+Summing Up

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1. Who are our gifted learners?

2. Why we need a different approach

3. Techniques to support gifted learners


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Penny Willoughby

Thinking Outside The Box Professional Education Services

[email protected] 0418 520 023

totb.com.au

mailto:[email protected]

Discover how to support gifted learners in your classroom ... · 3. Techniques to support Sean –Lost or self-aware Lacking confidence –Support, feedback, faith Stuck on unfamiliar

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