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LEARNING AND THEGIFTED CHILD
Lee Ma
Indigo Assessment
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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.htm7/24/2019 learning and the gifted child slide share copy-140623010003-phpapp02
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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)
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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