GIFTED STUDENTS.
Term Paper ID:25022
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Essay Subject:
Examines special skills, problems & educational needs of exceptional secondary-school students.... More...
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7 Pages / 1575 Words
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Paper Abstract:
Examines special skills, problems & educational needs of exceptional secondary-school students.
Paper Introduction:
Most students in secondary school experience some difficulties. The ability level of each student influences the degree and type of challenges he faces. The abilities and characteristics of gifted students can exacerbate or ameliorate the difficulties gifted students face in school. Gifted students are traditionally defined as students with intelligence quotients in the top one or two percent of the population. These students tend to think and process information differently from other students and their teachers. This tendency can cause extra problems for these students.
Secondary students are in a period of transition between childhood and adulthood; their identities and self-image are in a state of flux. Their hormones and emotions can make studying and concentrating on academics difficult. The quantity and quality
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the difficulties gifted students face in school and process information differently from other students andtheir hormones and emotions can make students react to thesepressures in different Gifted students can experience feelings of uniqueness anxiety andloneliness self and others divergent modes of level found in the class Gifted students can become teachers with bored students is talking orotherwise the student the student's counselor or treat the true problem as boredom or lack the benefit of not being their peers Gallagher p These students donot respond well perspective and form solutions from these differingperspectives development are memorized or regurgitated back tothe teacher This when there is no explicitanswer to the question all opinions begin secondary schoolat this stage In the stage that one of thesolutions or answers may be more correct and finish school at the finalepistemological level The last approachedfrom economic political scientific or Approximately half of the gifted studentsin ownability The average student is often not asked to of challenge giftedstudents face The first problem accepted If accepted in these roles the their school program toincrease the difficulty level and the level there has been a movement to disassemble the giftedprogram the goal of appearing to be tend to gain the mostfrom interacting with like ability students in accelerated classes results inthe children and Louisiana all haveschools dedicated to the most highly of students within a school This is still an These classes are often known as advanced or already under-achieving lacking confidence or options exist Curriculum can be modified new content Renzulli Reis p The rest is review themwith enrichment activities which coincide with the interest level forthe students involved but care time involved is no greater that normal teaching practices and to preform at levels closer totheir ability levels test of equality for all indicators of ability level than chronological age Olszewski-Kubilius p cansupplement a student's curriculum Teachers today in the past Thechallenge of teaching a gifted student usually possiblein today's political climate of intellectual egalitarianism realistic method of meeting thechallenge posed by gifted schooladministrators NASSP Bulletin Perry W G make good'decisions about grouping NASSP Bulletin Ross type of challengeshe faces The abilities and characteristics of the top one or two percent of between childhoodand adulthood their identities school Peer pressure exerts a tremendousforce The ability of a gifted to be adequately stimulated in others They may exhibit some or all depending on context Most teaching is directed ateither the average react with socially or academicallyinappropriate behaviors or by ignoring itself Teachers willoften discuss the the originaltrigger for the disrupting behavior not rectified Theintelligent student may realize the consequence the to take place Gifted students are generally further and theirdivergent methods of thinking These students have setanswers they expect black-and-white right-or-wrong answers to questions is multiplicity Multiplicity assumesthat some questions skills tounderstand that some opinions are more valid than may realize that any givenproblem may have more than one careers at this stage A few of the extremely understand and are able tolook at agermane solution The basic underlying problem for gifted students is be accepted Ross The intellectually giftedindividual in the in school There are several boredom and apathy can mean these children resort to can be identified as gifted the curriculum needs to beadjusted for the educational experience forthe gifted student The problem is that estimated that only in to have IQs of or andskills and to use higher level Karolyi Anextreme version of this is practiced in some state and emotionalisolation that gifted children often america Winner von Karolyi p At the secondary public's sense of equality and fairness noone classes by counselors teachers orother adults In districts with enrollments down in recent years so that only thetext before ever beginning the class Curriculum compacting eliminates asmuch between students with compacted and regular curriculum Renzulli challenge for each student Secondaryteachers p Mentorships and real world experience which applies academic students at some schools Renzulli out-of-school programs is based onthe principle aseries of courses algebra after algebra during the groupings preparation training and ability levels gifted and the gifted students constrainedby the limited size of the class Individual compaction NASSP Bulletin Olszewski-Kubilius P Developing the talents Winston Renzulli J Reis S M Talent development throughcurriculum differentiation C Giftedness andegalitarianism in education A zero sum NASSP Bulletin Most students in secondary school experience some difficulties Theability Gifted students are traditionally defined teachers This tendency can cause extra problems for these students studying and concentrating onacademics difficult The quantity ways Teachers can be instrumental in directing thegifted students' talents Gifted students tend to think make response and persistent inpursuit of their easily bored in this type of disturbing other students Teachers often attempt to the problem by temporarily removing of interest and mentionedit but in most cases bored gained and stop the disruptions but the to didactic teaching methods often found in high schoolcourses The Perry scheme Perry uses four is the point at which most are equally valid Students in thedevelopmental stage of of contextual relativism students have learned than the others Hence the mostcorrect answer is the best stage of epistemological development is dialectic Individuals other perspectives and theindividual can select the most appropriate the United States are underachieving due to a work to his ability The challenge is teachers and administrator face is inidentifying gifted students child will still not feel accepted as who they of interest for the child Because of the differing epistemological offerings in many states Winner von egalitarian takesprecedence Even so there level peers Rodgers Thisoccurs because the students are gaining a year on standardized tests compared to matchedstudents gifted students These schoolsaddress the issue of unpopular choice in many schools today honors classes Gifted students can then select do not want to appear as nerds can for individualstudents One type of modification gaining acceptance is of previously learned material Gifted students do notneed the constant areas which the student isinterested in pursuing No differences must be taken to ensure that that thebenefits and enthusiasm of the students commit The Schoolwide Enrichment Model SEM was originallyintended for gifted students Out-of-school programs are playing an Students must overcome obstacles in order toreceive school credit and encounter a greater variety of students in theirclassrooms than ever in a classroom of regularlyachieving students can be met Ideally The abilityof the teacher to students References Gallagher S A The road Jr Forms of intellectual and ethicaldevelopment in the P Ed National excellence Washington D C U gifted students canexacerbate or ameliorate the population These studentstend to think and self-image are in a state of flux Their on most on most teenagers in America Gifted aclassroom environment can impact on the child's emerging self-concept of thefollowing characteristics divergent thinking ability highly verbal critical of ability or the lowest ability the subject matter being taughtentirely A common problem for offense with the student the parents of The gifted student may even haverecognized punishment lowergrade to his behavior in class outweighs along in their epistemologicaldevelopment than are able to see a problemfrom more than one Answers at this stage of do not yet have an answer others on the basis oflogical analysis Moderately gifted students often solution which is right but giftedstudents begin at this level of thinking a problem from more than one paradigm Problems can be that they aredifferent and students know it public school system is not asked to work to his ways to cope with the lack becoming theclass clown or playing dumb to be or justunchallenged can have modifications made to these students In recent history school districts are politicalentities and often higher couldbe placed in separate classes High ability students epistemological processes within the classgrouping Placement of gifted supported residentialhigh schools North Carolina Texas Illinois face Another option is to form ability groups level self-selection for higher level classes can beoffered is excluded from enrolling Students who are too small or without many giftedstudents other percent of the material is as percent of the regular curricular requirements and replaces Reis p Compacting curriculum increases who have learned the techniques used in compacting curriculum findthe learningcan motivate underachieving gifted students Reis p Thisallows the model to pass the public's that out-of-level test scores and previous achievement arebetter summer Alsoavailable as summer enrichment are research apprenticeships which ofstudents deviate greatly from the homogeneous classes for specialattention and a more challenging curriculum That is not of the curriculumand outside enrichment may be the most ofacademically gifted high school students Issues for secondary NASSP Bulletin Rogers K B Using current research to level of each student influences the degree and as students with intelligencequotients in Secondary students are in a period of transition and quality of school work requiredincreases upon entrance to high into appropriate channels of learning and socialdevelopment connections inferences and drawconclusions more quickly than own goals These characteristics can be consideredpositive or negative classroom Whenbored a gifted student may treat thesymptoms of boredom instead of treating boredom thestudent from the room These solutions are not solutions to the primary problem of boredom is student is still not receivingproper stimulation for effective learning This follows from their greater verbal fluency stages of epistemologicaldevelopment In dualism students believe all valid questions students begin secondaryschool One step beyond dualism multiplicity do not yet have the thatopinions need support to become valid Students answer Most gifted students begin or finishtheir high school who attain this stage of development viewpoint from which to find lack of challenge and peerpressure to conform to to enable all students to become interested and their epistemological stage of development The truly are Winner vonKarolyi p Children who level which gifted children entersecondary school the intensity level of Karolyi This iscontraindicated if the goal is to maximize are solutions Ideally gifted students and especially extremely gifted students able to access more advanced knowledge placed in regular classes Winner von challenging the student and the social due to the anti-intellectual culture which pervades the more advanced classes Politicallythis solution appeals to the be steeredinto enrolling in the more difficult curriculumcompacting Textbooks have been dumbed review and may already have mastered the content of were found in post-test achievementscores the replacementwork is of sufficient difficulty and them to the process Renzulli Reis students but has been expanded to include opportunitiesfor all increasingly important role forgifted students Acceptance into many to obtain placement in the next course in before The number of languages spoken cultures socioeconomic each school would be able tosegregate the most highly group by ability level within each class is to critical thinking The Perryscheme and meaningful differentiation college years A scheme New York Holt Rinehart and S Department of Education Winner E von Karolyi the difficulties gifted students face in school and process information differently from other students andtheir hormones and emotions can make students react to thesepressures in different Gifted students can experience feelings of uniqueness anxiety andloneliness self and others divergent modes of level found in the class Gifted students can become teachers with bored students is talking orotherwise the student the student's counselor or treat the true problem as boredom or lack the benefit of not being their peers Gallagher p These students donot respond well perspective and form solutions from these differingperspectives development are memorized or regurgitated back tothe teacher This when there is no explicitanswer to the question all opinions begin secondary schoolat this stage In the stage that one of thesolutions or answers may be more correct and finish school at the finalepistemological level The last approachedfrom economic political scientific or Approximately half of the gifted studentsin ownability The average student is often not asked to of challenge giftedstudents face The first problem accepted If accepted in these roles the their school program toincrease the difficulty level and the level there has been a movement to disassemble the giftedprogram the goal of appearing to be tend to gain the mostfrom interacting with like ability students in accelerated classes results inthe children and Louisiana all haveschools dedicated to the most highly of students within a school This is still an These classes are often known as advanced or already under-achieving lacking confidence or options exist Curriculum can be modified new content Renzulli Reis p The rest is review themwith enrichment activities which coincide with the interest level forthe students involved but care time involved is no greater that normal teaching practices and to preform at levels closer totheir ability levels test of equality for all indicators of ability level than chronological age Olszewski-Kubilius p cansupplement a student's curriculum Teachers today in the past Thechallenge of teaching a gifted student usually possiblein today's political climate of intellectual egalitarianism realistic method of meeting thechallenge posed by gifted schooladministrators NASSP Bulletin Perry W G make good'decisions about grouping NASSP Bulletin Ross type of challengeshe faces The abilities and characteristics of the top one or two percent of between childhoodand adulthood their identities school Peer pressure exerts a tremendousforce The ability of a gifted to be adequately stimulated in others They may exhibit some or all depending on context Most teaching is directed ateither the average react with socially or academicallyinappropriate behaviors or by ignoring itself Teachers willoften discuss the the originaltrigger for the disrupting behavior not rectified Theintelligent student may realize the consequence the to take place Gifted students are generally further and theirdivergent methods of thinking These students have setanswers they expect black-and-white right-or-wrong answers to questions is multiplicity Multiplicity assumesthat some questions skills tounderstand that some opinions are more valid than may realize that any givenproblem may have more than one careers at this stage A few of the extremely understand and are able tolook at agermane solution The basic underlying problem for gifted students is be accepted Ross The intellectually giftedindividual in the in school There are several boredom and apathy can mean these children resort to can be identified as gifted the curriculum needs to beadjusted for the educational experience forthe gifted student The problem is that estimated that only in to have IQs of or andskills and to use higher level Karolyi Anextreme version of this is practiced in some state and emotionalisolation that gifted children often america Winner von Karolyi p At the secondary public's sense of equality and fairness noone classes by counselors teachers orother adults In districts with enrollments down in recent years so that only thetext before ever beginning the class Curriculum compacting eliminates asmuch between students with compacted and regular curriculum Renzulli challenge for each student Secondaryteachers p Mentorships and real world experience which applies academic students at some schools Renzulli out-of-school programs is based onthe principle aseries of courses algebra after algebra during the groupings preparation training and ability levels gifted and the gifted students constrainedby the limited size of the class Individual compaction NASSP Bulletin Olszewski-Kubilius P Developing the talents Winston Renzulli J Reis S M Talent development throughcurriculum differentiation C Giftedness andegalitarianism in education A zero sum NASSP Bulletin
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