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Gifted and Talented curriculum

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by

Jennifer Brown

on 18 March 2014

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Transcript of Gifted and Talented curriculum

Purpose
Analyse and critique Piagian influences on curriculum and learning within the context of gifted education.
Justify metecognitive learning theory approach to learning for gifted students.
And I will suggest a programme that adheres to a metacognative approach to learning.
Learning approaches for Gifted Education
Experiences matter
Gagne Model of Gifted and Talented
Gifted students: who are they?
Teacher
Implications in our Piagian context
Performance vs process
Schooling vs learning
Negotiation
Flexibility
Individual contexts, abilities and interests
Curiousity and a spark for new knowledge
(Biggs & Tang 2011), (Guthrie & Lundberg 1995), (Ratcliff 1997), (Gallagher, Smith, Merrotsy 2011), (Needham, 2012)
"...universal directions or end-points
of development that have the potential
for being adopted as education goals. Becoming
educated then, becomes equated with reaching
the highest level in a sequence of development
stages."
(Khun, 1979)
Dual exceptionalities, twice exceptional,
Asynchronous development
Student
Deficit approach
Teacher-directed context, "he just isn't motivated."
Differentiation but...
Negative Pygmalian effect (Terrassier, 1985).
Views learning as hoops to jump through.
Apathetic, low academic expectations, educational frustration, behaviour difficulties. (Gallagher, 2013)
What do we want our students to be able to do?
cognitive self appraisal
self management
vs
(Paris & Winograd, 1990)
What is worthwhile?
Let Me Learn, (Barfurth et al. 2009), (Susen Smith), (Biggs & Tang 2011)
Full transcript