Connecting students to the real world: Developing gifted behaviors through service learning

Abstract

Learning in today's classrooms can be disconnected from students' real world experiences. Providing students the opportunity to address real-world problems may provide avenues for students to engage in their communities while developing academic skills and knowledge. Additionally, for students whose interests are piqued by the nature of their community's problems, these activities have the potential to offer students meaningful, motivating work in a supportive environment. This article explores how providing students with interest-based service-learning opportunities may help them develop and demonstrate gifted behaviors. In addition, methods for integrating student interests and service-learning projects are presented. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

Comparisons and analyses of gifted students’ characteristics and learning methods

“…Understanding GT characteristics may help teachers and counselors find youngsters with GT potential, assign tasks to students that can foster growth in GT abilities, and get parents’ cooperation and support. Providing students with opportunities to address real-world problems or with interest-based learning opportunities may provide avenues for students to engage in their communities, develop academic skills and knowledge, and help them develop GT behaviors (Bruce-Davis and Chancey, 2012).…”

Place-Based Investment Model of Talent Development

“…Self-selected service learning opportunities may also promote the idea of community investment while serving as an important source of enrichment through “meaningful, motivating work in a supportive environment” (Bruce-Davis & Chancey, 2012, p. 716). Service learning can be described as community service with a strong educational component.…”

“…Service learning can be described as community service with a strong educational component. Students not only learn more deeply in the content area, but they also learn research, planning, analysis, and reflection skills as they plan, conduct, and evaluate their service-learning project (Bruce-Davis & Chancey, 2012). Valuable social and psychological benefits often result from participation in interest-based service learning, including greater sense of belonging (Osterman, 2000), increased awareness of social and moral issues (Dawes & Larson, 2011), deeper concern for others (Scales, Blyth, Berkas, & Kielsmeier, 2000), improved relationships with teachers and peers (Baum, Renzulli, & Hébert, 1995; Berg, Coman, & Schensul, 2009; Emerick, 1992; Osterman, 2000), and reversal of underachievement (Baum et al, 1995; Emerick, 1992; Hebert & Olenchak, 2000).…”