Learning Environments and Social Interactions for gifted and talented learners
Candidates actively create learning environments for gifted and talented learners that foster cultural understanding, safety, emotional well being, positive social interactions, active engagement, independence, motivation, and self-advocacy.
6.1: Design
learning opportunities to create opportunities for gifted and talented learners
that promote self awareness, positive peer relationships, intercultural
experiences, self efficacy, lifelong learning, and leadership.
1. The "Motivation Handout," prepared by Del Siegle, outlines the Achievement-Orientation Model, the influences of self-efficacy, the importance of modeling and goal-setting, and environmental influences. The information in this handout gives me information that can be applied to lesson planning in my classroom.
2. Teaching for High Potential (Fall 2012) includes an article titled, "Creative Process Assessment as a Means to Creative Productivity: How to Help Students Make the Most of Their Capabilities." This article describes how to help creative children make the most of their potential and be more aware of their skills.
6.2: Create
safe learning environments for gifted and talented learners that encourage
active participation and student voice in individual and group activities to
enhance independence, interdependence, and positive peer relationships.
1. The article "The Relationship Between Classroom Environment and the Learning Style Preferences of Gifted Middle School Students and the Impact on Levels of Performance" explores the connection between the classroom environment and student performance. The article discusses the impact that teacher expertise, light, sound, classroom activities and learning preferences have on student performance.This article demonstrates my understanding of the importance of the environment and learning preferences on student achievement.
2. Post #5 from the course, "Nature and Needs of Gifted Learners" discusses some of the strategies that can be used in the classroom to create an environment that encourages active participation and is supportive for gifted learners. The post discusses the physical space, bibliotherapy, search and screening, visual thinking, simulations, and the study of futuristics.
6.3: Create
learning environments and intercultural experiences that allow gifted and
talented learners to appreciate their own and others’ language and cultural
heritage.
1. Post #5 from the course, "Nature and Needs of Gifted Learners" discusses some of the strategies that can be used in the classroom to create an environment that encourages active participation and is supportive for gifted learners. The post discusses the physical space, bibliotherapy, search and screening, visual thinking, simulations, and the study of futuristics. Bibliotherapy can be used to help gifted students appreciate their giftedness, their culture, and their languages. When students read stories that they relate to, they can learn how to understand themselves.
6.4: Develop
social interaction and coping skills in gifted and talented learners to address
personal and social issues, including discrimination and stereotyping.
1. Teaching for High Potential (Fall 2012) includes an article titled, "Social and Emotional Needs: Is There a Curriculum Connection." This article explores ways that teachers of gifted students can weave together their curriculum with social and emotional needs instruction.