Gifted and talented Pupils. Wyk. Iwona Grajner

Transcription

1 Gifted and talented Pupils Wyk. Iwona Grajner

2 Aims: Participants know -definition of a gifted pupil -how to identify a gifted pupil -how to recognize his / her abilities, -specific problems of the gifted -tasks which the gifted deal with -the basic rules satisfying the needs of the gifted

3 MYTHS AND TRUTHS GIFTED AND TALENTED STUDENTS WILL ALWAYS DO WELL WHATEVER THE CIRCUMSTANCES THEY MAY HAVE THE SAME PROBLEMS LIKE ANY OTHER STUDENTS WHICH THEY CAN HIDE WHEN THE WORK IS EASY. LATER THE PROBLEMS CAN LEAD TO BEHAVIOURAL PROBLEMS AND DEPRESSIONS GIFTED AND TALENTED ARE SO CLEVER THEY CAN DO WITH OR WITHOUT SPECIAL EDUCATION VERY WELL THEY CAN DO WELL ON THEIR OWN BUT WITHOUT CHALLENGE THEY BECOME BORED AND DISRUPTIVE. LATER WHEN THE WORK BECOMES HARDER AND HARDER THEY CANNOT DEAL WITH IT

4 MYTHS HIGH ABILITY IS SOMETHING OF WHICH TO BE JEALOUS TRUTHS GIFTED CAN FEEL ISOLATED AND MISUNDERSTOOD THEY HAVE MORE ADULTS TASTE IN MUSIC, CLOTHES, READING, FOOD THEY NEED TO GO THROUGH SCHOOL LEARNING WITH THEIR OWN AGE GROUP SOCIALLY THEY NEED OTHER CHILDREN TO PLAY AND INTERACT BUT PUTTING A TALENTED CHILD WHO CAN READ SINCE HE IS TWO WITH OTHERS WHO START READING IS DEMOTIVATING

5 Motto: School is responsible for providing environment which encourages all students to develope their potential and display some forms of exceptional ability and talents.

6 No Child Left Behind high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields,and who need services or activities not ordinarily provided by the school in order to develope those capabilities.

7 HOW TO RECOGNIZE THE GIFTED identification methods: Teacher nomination (observation, listening to them, interview) Assessment results (tests) Peer nomination Parental nomination Identification by previous teachers Self-nomination

8 identification Leo Tolstoy failed the entrance exams for collage. John Lennon s school report read: Hopeless. Certainly on the road to failure Caruso s music teacher told him: You can t sing: you have no voice at all Napoleon finished near the bottom of his class at military class, yet became one of the military men of all time

9 Who are the gifted? Social sense: pupils who have got excellent behaviour and the highest grades in all subjects Psychological sense: professionals define the gifted" as those with an intelligence test score above 120/1301 the gifted" based on scholastic achievement: a a gifted child works 2 or more grade above his/her her age giftedness as prodigious accomplishment: adult-level work while chronologically a child

10 By Zbigniew Pietrasiński Individual differences between persons of the same motivation and preparation reach different results in learning and activities in similar conditions

11 Gifted pupils get better results than his / her colleagues in the same conditions of work but with less effort thanks to his/her higher abilities of thinking, observation, imagination, memory, concentration, manual and physical skills (W. Okoń)

12 Show an interest in and empathy in foreign culture Recognize gramatical patterns and functions of words Are able to listen to and reproduce accurately sounds Have effective communication strategies Are flexible in thinking, showing flair, intuition and creativity Know general rules from examples, can make connection Use linquistic and non-linquistic clues to infer meaning Are able to use technical vocabulary to discuss language Are curious how language works, its meaning and words GIFTED PUPILS LEARNING FOREIGN LANGUAGES

13 Types of personalities of the gifted CREATOR- able to work longer, longer active, creative, imaginative, independent, initiator, i commentator, likes to play the leading role in the class EXPLORER- meticulous, perceptive = penetrating, able to analyse, specify, interpret texts with precision COORDINATOR- leadership skills, able to work with and in the group, reliable, cool

14 PROVOKER restless, likes to provoke, breaks stereotypes and traditional ways of thinking, likes lessons devoted to moral values and controversial behaviour of characters LINGUIST likes to do experiments with languages, examine the history of the language, likes to be correctly right, imitates the style of other epochs and other writers

15 Definition of a gifted pupil / H. Holey and J. Wilkins/ A gifted child: 1. It has great abilities in reasoning, assimilating abstract ideas. 2. It has great intellectual curiosity. 3. It learns easily and eagerly. 4. It has wide range of interests. 5. It has a wide span of attention which helps to concentrate on the problems and endure in solving them 6. In comparison with others it has got rich vocabulary both of high words quality and quantity. 7. It performs its work effectively by itself. 8. It has got reading skills much earlier before going to school. 9. It has great ability of observation.

16 10. It shows originality of ideas. 11. It quickly reacts on ideas. 12. It memorizies everything very quickly. 13. It shows interest in human nature. 14. It possesses great imagination. 15. It easily understands tasks. 16. It can read very quickly. 17. It has many interests. 18. Its literature interests are wide and different. 19. It often uses library. 20. It has a distnguishing ability in maths.

17 GIFTED PUPILS CAN BE GOOD ALL- ROUNDERS HIGH ACHIEVERS IN ONE AREA OF HIGH ABILITY BUT WITH LOW MOTVATION OF GOOD VERBAL ACTIVITY BUT POOR WRITING SKILLS VERY ABLE BUT WITH A SHORT ATTENTION SPAN VERY ABLE BUT WITH A LEARNING DIFFICULTY OR DISABILITY WHICH MASKS THEIR ACHIEVMENTS VERY ABLE WITH POOR SOCIAL SKILLS KEEN TO DISGUISE THEIR ABILITY

18 GIFTED PUPILS NEED OUR CARE, AS MUCH AS THE POOR ONES SO WE SHOULD CONCENTRATE ON HIS / HER NEEDS AND TO FULFIL OUR INTENSIVE EDUCATIONAL WORK IN THE BEST WAY

19 The most important factors in teaching are the interaction with students and the knowledge and personality of the teacher

20 Five methods to help teachers in schools (even in our mother language saying the right thing, in the right way, at that right time is some time difficult) 1. Promoting self-regulation in learning. 2. Talking aloud. The teacher talks aloud while working through a problem so that the pupil can see the working. 3. Cognitive apprenticeship. In this the teacher demonstrates the processes that experts use to handle complex tasks, guiding the pupil via experiences..

21 4. Discussion. This must involve analysis of the processes of argument 5. Co-operative learning. The pupils explain their reasoning to each other. Co-operativeteaching-learning interactions in the classroom are ideal for helping pupils take the leap to higher levels of understanding. Socratic questioning. In this, the teacher uses careful questioning to force pupils to explain their thought processes and explain their arguments. The questioning is not used to teach new knowledge, but to help pupils to know and use what they already have.

22 SCHOOL BASED PROVISION SCHOOL BASED CLUBS SCHOOL SOCIETIES /COUNCILS FAST TRACKING GROUPS ENRICHMENT OPPORTUNITIES OPPORTUNITIES FOR PERFORMANCE COMPETITIONS, CONTESTS, TOURNAMENTS ARTISTS CLUBS SPECIALISTIC TEACHING PARTNERSHIPS WITH OTHER SCHOOLS /INSTITUTIONS/

23 Gifted pupils are those who are able to achieve a level beyond the rest of their peer group in one or more areas: general intellectual ability or talents specific academic aptitude and talents visual and performing arts and sports leadership ability creative and productive thinking mechanical ingenuity special empathy, understanding and negotiation

24 Every school curriculum has references to gifted pupils and their aims are: to maintain an ethos where it is acceptable to be bright to encourage all students to be idependent students to recognise achievments to be aware of the effects of bilingualism, gender, religion, and social circumstances on learning and achievment to provide a wide range of extra curricular activities and school clubs to provide work at an appropriate level to provide opportunities for all students to work with like minded peers

25 Gifted pupils are: individuals who like asking many different questions hard working and responsible self disciplined determinated, ambitious, tend to their aims and goals emotionaly sensitive creative, independent critical,, with own opinion they have got strong motivation are eager to work intelectual endurance

26 MOTIVATE EMOTIONAL EMOTIONAL RECOGNITION S CRITERIA GIVEN TO THE GIFTED / Jan Rostkowski / READING AND WRITING SKILLS PHYSICAL MOTOR FUNCTION

27 Gifted pupils needs. To function well those 3 spheres must be carried about: emotional / social / cognitive Problems appear when there is no balance between these 3 functions Pupil often can hear that she/he is clever and bright but rarely that she or he is loved Desire to be included and accepted in the group is strong

28 Accurate Support Works Miracles!!! Mainly two spheres Intellectual teachers activity, school clubs activity, individual cirrculum Emotional-social sphere psychologists activity, teachers activity, they advise how to deal with negative feelings When gifted is overworked with duties and learning, feels lack of acceptance

29 Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These children require differentiated educational programs and services beyond those normally provided by the regular school program in order to realize their contribution to self and society.

30 Effective technique -verbal encouragement to increase motivation: Increasing self-esteem for higher achievement Successful performance Emphasise the student's abilities or talents "The topic suits you". Give consistency information "You have done that right again". Give consensus information, and thus stress success "Most people have difficulties with this problem, but you did it". Unsuccessful performance Attribute it to insufficient effort "If you read that again it will soon become clear to you". Take the edge off failure by providing consensus information "Most students have difficulties with that". Give distinctiveness information "The other topic suits you better, doesn't it".

31 Tadeusz Lewowicki four types of teaching of the gifted Faster development. Individualization of the speed of learning suitable to individual needs needs (Acceleration) ( both the slower and faster learners are able to follow own needs) a) children at the age of 6 can attend school b) the gifted can pass the material faster one class in one term c) individualization of the material throughout the school year d) prolonged school year e) faster speed of learning influence on: the bigger motivation and ambition of the gifted who can cope with their own faster pace/ rate at last

32 2. The gifted should be equipped with richer and deeper knowledge- Expansion of the programme Curriculum Modifications. MORE INFORMATION AND THE RIGHT PACE REQUIRE A LOT OF EFFORT BUT IT IS A KIND OF CHALLENGE FOR THEM

33 3. Tasks of greater difficulty in agreement with their abilities and intelligence. a little more difficult level of tasks creates new challenge and inspire them to further work

34 4.The division into groups helps to: keep discipline give teachers more time for pupils let develope personal and social skills /Segregated classrooms of similar level of abilities/

35 Other forms of supporting gifted pupils Programmes differentiation - classes with different profiles To organize school clubs of different interests Education get outside school Sport activities (swimming, team games, skiing,ect) Speakers club presenting debates, discussions, Drama club- to show theatrical performances Helping other poor pupil in learning Film club Photo club Pottery club Bicycle rides Walking camp

36 MANAGMNENT AND LEADERSHIP TEACHER TOGETHER WITH WHOLE SCHOOL DECIDE TO ACCEPT A SPECIAL PROGRAMME AND TO CREATE A CLIMATE IN WHICH PUPILS ARE WELL-TAUGHT AND ARE SUPPORTED IN THEIR SOCIAL, PERSONAL, EMOTIONAL DEVELOPMENT

37 A teacher s tasks: Identify and recognize gifted pupils Encourage them to broaden their minds and skills To be a mediator between gifted and the rest class To educate the gifted, in case of need, social ways of behaviour To ensure the gifted the right place, time and access to various sources of information To stimulate the gifted to work and the active thinking

38 Teacher s personality Uses different methods passion well-organized deep knowledge demanding intelligent far from school routine i n t e l i g e proactive says everybody makes mistakes inspirate hard-working i n t e l i g e creative

39 Syndrom Nieadekwatnych Osiągnięć Szkolnych /school failure, negative situation, the gifted doesn t use his/her potential intelectual and creative abilities enough Syndrom Nieadekwatnych Osiągnięć Szkolnych - Diagnoza formalna Diagnoza nieformalna

40 What mistakes we can make. pressure made by parents (comparing with other pupils) pressure made by school mates wrong methods and forms of dealing with the gifted inaccurate diagnosis lack of interest in a gifted pupil ( he can cope with everything himself)

41 What are the reasons of SNOS? negative attitude towards the gifted ( criticism, comparison with others) traditional ways of teaching lack of discipline in the classroom competetive stressful atmosphere between pupils lack of individual program for the gifted ( all pupils treated as average) unreal and higher expectations ( parents want to fulfil own dreams) too protective parents who care too much about children negative relationships in families children are overloaded with too many duties

42 Podstawy prawne kształcenia dziecka zdolnego Ustawa z dnia 7 września1991 r. o systemie oświaty Art. 1. ustawy stanowi, Ŝe: system oświaty zapewnia w szczególności: realizację prawa dzieci i młodzieŝy do wychowania i opieki, odpowiednich do wieku i osiągniętego rozwoju; ( ) 4) dostosowanie treści, metod i organizacji nauczania do moŝliwości psychofizycznych uczniów ( ); 6) umoŝliwienie realizowania indywidualnych programów nauczania oraz ukończenia szkoły kaŝdego typu w skróconym czasie; (..)

43 Rozporządzenie Ministra Edukacji Narodowej i Sportu z dnia 19 grudnia 2001r. w sprawie warunków i trybu udzielania zezwoleń na indywidualny program lub tok nauki oraz organizacji indywidualnego programu lub toku nauki (Dz. U. z 2002 r., Nr 3, poz. 28)

44 Próba oceny problemu z danych Systemu Informacji Oświatowej wynika, Ŝe np. w roku szkolnym 2004/5 z tej formy kształcenia korzystało mniej niŝ 4% uczniów o ponadprzeciętnych zdolnościach przyczyny tego stanu: - niedostatek środków finansowych na indywidualną opiekę nad uczniem - opór nauczycieli oraz dyrektorów szkół świadomych zwiększonych obowiązków wobec ucznia realizującego indywidualny tok nauki - w ocenie NIK przyczyną jest teŝ nieobecność tej problematyki w planach nadzoru pedagogicznego sprawowanego przez kuratorów oświaty jak teŝ w planie kontroli nadzoru pedagogicznego Ministerstwa Edukacji Narodowej

45 III. Ocenianie, klasyfikowanie i promowanie Podstawa prawna Rozporządzenie z dnia 7 września 2004 r. w sprawie warunków i sposobu oceniania, klasyfikowania i promowania uczniów i słuchaczy oraz przeprowadzania sprawdzianów i egzaminów w szkołach publicznych (Dz. U. Nr 199, poz z późn. zm.) Opis problemu Istotne znaczenie dla kształcenia uczniów zdolnych mają regulacje dotyczące m.in. zasad i warunków zewnętrznego oceniania, stwarzającego duŝe moŝliwości uzyskania maksymalnie zobiektywizowanej informacji nie tylko o stanie wiedzy i umiejętnościach uczniów, ale takŝe wskazania na indywidualne ich moŝliwości, a nawet potrzeby edukacyjne

46 Podstawa prawna Competitions Rozporządzenie MENiS z dnia 29 stycznia 2002 r. w sprawie organizacji oraz sposobu przeprowadzania konkursów, turniejów i olimpiad (Dz. U. Nr 13, poz. 125) Scholarship Podstawa prawna Ustawa z dnia 7 września 1991r. o systemie oświaty (Dz. U. z 2004r. Nr 256, poz z póź. Zm.) Rozporządzenie Rady Ministrów z dnia 14 czerwca 2005r. w sprawie stypendiów Prezesa Rady Ministrów, ministra właściwego do spraw oświaty i wychowania oraz ministra właściwego do spraw kultury i ochrony dziedzictwa narodowego (Dz. U. Nr 106, poz. 890).

47 Psychological and pedagogical help Podstawa prawna Rozporządzenie MENiS z dnia 7 stycznia 2003 r. w sprawie zasad udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach (Dz. U. Nr 11, poz. 114) Rozporządzenie MENiS z dnia 11 grudnia 2002 r. w sprawie zasad działania publicznych poradni psychologiczo-pedagogicznych (Dz. U. Nr 5, poz. 46)

48 Matura międzynarodowa International Final Exams thousand pupils from 150 countries take this exam which is a special challenge for the youth now 20 schools cooperate with the international final exams programe

49 Thank you for your attention Are you a passionate supporter of the gifted and talented?