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Gifted and Talented Children Understanding and Supporting their Development - CRC Press Book
Essential reading for all primary teachers and teaching assistants, this fascinating book is full of practical suggestions enabling you to: recognise the innate nature of giftedness provide the teaching required for talent to emerge understand the experiences of gifted and talented children develop activities to challenge and encourage your gifted and talented children to widen their repertoire of skills and abilities A chapter on neurological development is included to confront questions such as "what is it that enables children to do well", and even "Is there a gene for genius?
Indice Introduction Discussing the issues.
Explaining the difference parents views. A biological perspective. An environmental perspective. Do you know how to provide the support they need? Responding directly to current thinking in education, this book raises practitioners' expectations, and shows you how to identify children in your class as gifted and talented. Essential reading for all primary teachers and teaching assistants, this fascinating book is full of practical suggestions enabling you to: recognise the innate nature of giftedness provide the teaching required for talent to emerge understand the experiences of gifted and talented children develop activities to challenge and encourage your gifted and talented children to widen their repertoire of skills and abilities A chapter on neurological development is included to confront questions such as what is it that enables children to do well , and even Is there a gene for genius?
Gifted And Talented Children 4 11 Understanding And Supporting Their Development
Contrasting and conflicting answers are shared and debated. Toon meer Toon minder. Reviews Schrijf een review. Kies je bindwijze.
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Verkoop door bol. Firstly, this does not give them an additional understanding of the given subject in either breadth, depth or pace.
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Secondly, we assume that the social difficulties Macintyre references might stem from the reactions of other children to their high ability, although this technique may ask children to work together it automatically puts the child of high ability in an apparently elevated position — something which I would consider to negate their popularity with other children rather than otherwise. Whilst I agree that social interaction is an important skill for children to learn, I do not believe it should be taught to the detriment of academic progress.
If a group of children was approaching a text, or a problem, they would each wear a hat of a different colour.
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The wearer of one hat might be asked purely to recall facts. The wearer of one hat might be asked to look for positive views, for example, whilst the wearer of another might be asked to look for negative views.
Inclusion – Gifted and Talented
Another might be analytical, or might represent the feelings of a particular character. Not only does this children the chance to explore different roles, it also allows the teacher to differentiate — a higher ability group, for instance, might use the different coloured hats to set up a debate, whereas a mixed ability group might just try out different perspectives.
Macintyre, In terms of inclusion, the mastery model enables the children who need enrichment in a particular subject at any given time to be identified and provided for. I would consider this a more inclusive — and more sensible — approach than ring-fencing a group of children as Gifted and Talented on the basis of one assessment, and providing enrichment across the board when this may not meet the needs of each child at a particular time.
The Arthur Academy n. Eyre, D. Folsom, C. Macintyre, C.
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