Learning and Classroom Preferences of Gifted Eighth Graders

Samardzija, Nadine; Peterson, Jean Sunde

doi:10.1177/0162353215592498

Cited by 19 publications

(27 citation statements)

References 34 publications

(94 reference statements)

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“…In a rare recent study of learning preferences (Samardzija and Peterson 2015), eighth graders with high ability did not prefer auditory learning. Sensitivity about making incorrect oral responses in the classroom was common, and they liked group work because they appreciated multiple points of view, could learn from others, and could divide the labor.…”

Section: Learning Preferencesmentioning

confidence: 89%

Giftedness: Asset and Vulnerability

Peterson¹

2016

Encyclopedia of Adolescence

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Adolescents with extraordinary intellectual ability or talent face the same tasks related to maturation as anyone else their age, among them developing identity and sense of self, appropriate autonomy, relationships with peers and significant others, differentiation from and within immediate family, and direction for the future. However, clinicians and scholars have argued that how gifted teens experience development is qualitatively different from the experience of others their age. Characteristics associated with giftedness in clinical and research literature, such as sensitivity, intensity, asynchronous development, and one or more of five kinds of overexcitabilities, may add a layer of challenge to developmental tasks and transitions.

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Section: Learning Preferencesmentioning

confidence: 89%

Giftedness: Asset and Vulnerability

Peterson¹

2016

Encyclopedia of Adolescence

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“…Daugelio šalių tyrėjai nurodo, kad bendrojo ugdymo mokyklose nėra atsižvelgiama į gabių mokinių ypatumus ir jų ugdymosi poreikius (Coleman et al, 2015;Gallagher et al, 1997;Heller, 2013a;Kahveci, Akgul, 2014;Matthews, Dai, 2014;Narkevičienė ir kt., 2002;Prior, 2011;Rollins, Cross, 2014). Retai naudojami ugdymo metodai, padedantys realizuoti gabių vaikų potencialą (Davidson, 2012;Heller, 1999;Hansen, Toso, 2007;Persson, 2010;Plucker, Callahan, 2014;Subotnik et al, 2011;Samardzija, Peterson, 2015;VanTassel-Baska, Stambaugh, 2005), o mokytojams trūksta lankstumo, klasės valdymo įgūdžių, nuorodų, kaip atpažinti gabiuosius, motyvacijos bei žinių juos ugdyti ir skatinti jų raidą (Bianco et al, 2011;David, 2011;Rosselli, Irvin, 2001;Shaunessy et al, 2006). Pastebima, kad ugdymo proceso organizavimo problemos neigiamai atsiliepia mokinių mokymosi patyrimui, todėl gabūs mokiniai dažniausiai jaučiasi nuobodžiaujantys ir nepatiriantys iššūkių, jiems mokytis yra per lengva, ta pati mokymo medžiaga kartojama po keletą kartų, mokymo tempas per lėtas, jiems dažnai reikia laukti kitų mokinių (Coleman et al, 2015;Davidson, 2012;Kahveci, Akgul, 2014;Prior, 2011;Plucker, Callahan, 2014;Rollins, Cross, 2014).…”

Section: įVadasunclassified

“…Apžvelgiant gabių mergaičių mokymosi patyrimą, svarbu paminėti mokytojų elgesio ypatumus ir jų poveikį mergaičių savijautai. Mūsų tyrimo, kaip ir kitų tyrimų (Coleman et al, 2015;Hansen, Toso, 2007;Persson, 2010;Prior, 2011;Samardzija, Peterson, 2015), duomenys parodė, kad gabiems mokiniams svarbu, jog mokytojas būtų ,,aistringas" savo dalyko žinovas, gebėtų įtraukti mokinius į mokymosi procesą, reaguotų į jų poreikius. Toks mokytojas skatina stengtis, didina norą mokytis, tinkamai elgtis ir kuria saugią atmosferą.…”

Section: Diskusija Ir Išvadosunclassified

Gifted Girls’ Learning Experience in General Education

Undro¹,

Girdzijauskienė

2019

ActPaed

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The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.

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“…Differentiation within the class is often implemented as a combination of compacting, acceleration, and enrichment (Renzulli et al 1982). In current educational practice, this often means that the gifted learner works individually and independently, a situation not always preferred by themselves (French et al 2011;Samardzija and Peterson 2015). An educational answer is provided by pull-out classes, in which gifted children work together with gifted peers.…”

Section: Introductionmentioning

confidence: 99%

BE COOL! a digital learning environment to challenge and socially include gifted learners

Eysink

Dijk

Jong

2020

Education Tech Research Dev

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This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn at a level matching their specific needs and abilities within the social context of regular education. BE COOL! uses the ability-adjusted jigsaw method, in which children of varying ability levels work together on a design for which they acquire knowledge by working on tailored assignments in groups with children with the same ability level. This differentiation method unites elements of learning by design, learning together, and learning by inquiry. In this article, we first present the conceptual foundations underlying BE COOL! Next, we describe the learning environment and its components as incorporated in a seven-week science lesson series in which fourth to sixth graders must design a liveable house on the moon for a family of four. Then, we describe our design process, in which research and development alternated and we end with a brief presentation of the learning environment's added value for educational practice.

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Learning and Classroom Preferences of Gifted Eighth Graders

Cited by 19 publications

References 34 publications

Giftedness: Asset and Vulnerability

Giftedness: Asset and Vulnerability

Gifted Girls’ Learning Experience in General Education

BE COOL! a digital learning environment to challenge and socially include gifted learners

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