Gifted Students I

1
Gifted Students (I)

• EDU 330 Educational Psychology
• Daniel Moos

2
ADHD and Inhibition (1)

• Principal symptoms
• Inattention
• Hyperactivity
• Impulsivity
• Causes
• Does not stem from the home environment or
  excessive sugar consumption
• Does run in families (genetic component?)

3
ADHD and Inhibition (2)

• 3-7 of US children documented with attention
  deficit hyperactivity disorder
• More common in boys than girls 1/2 to 1/3 of
  cases persist to adulthood
• Barkley (1997) proposed that principal cause of
  ADHD is deficits in behavioral inhibition
  (inability to stop an ongoing response)
• Behavioral inhibition influences working memory,
  self-regulation of emotion, internalization of
  speech

4
Learning how not to respond

• Inhibition and resistance to interference
• inhibition refers to
• the suppressing of an active process
• resistance to interference refers to
• the extent that one can ignore one input and
  concentrate on another

5
Learning on how not to respond Example
As quickly as you can, quietly say the COLOR and
not the pronunciation of the following words
(from left to right)
RED BLUE YELLOW
RED BLACK BLUE BLACK YELLOW
RED YELLOW BLUE BLACK BLUE RED
YELLOW
RED BLACK BLUE BLACK YELLOW
RED YELLOW BLUE BLACK BLUE
BLACK YELLOW
6
Gifted Students Introduction (I)

• Gifted students are often identified as being
  unusually creative
• How many practical uses can you come up with the
  following objects
• Discarded car tire
• Brick
• Hockey stick

7
Gifted Students Introduction (I)

• Some myths about highly gifted individuals (ie
  giftedness)
• Poorly adjusted
• Emotional problems
• Difficulties with life

8
Gifted Students Defining characteristics (I)

• Some defining learning characteristics
• Like to work alone
• Imaginative, like pretending
• Highly verbal and flexible in thinking
• Persistent, stay with tasks
• Go beyond assignments
• Often bored with routine tasks
• Sometimes impulsive, with little interest in
  details
• Achieve higher than regular students

9
Gifted Students Defining characteristics (II)

• Some defining personal, social, and physical
  characteristics
• Are well-adjusted as children and adults
• May have more hobbies than most other people
• Tend to read more books than most other people

10
Gifted Students Defining characteristics (III)

• Think back to the conceptions of intelligence
  discussed in Chapter 4, such as traditional
  tests, Gardners Multiple Intelligences, and
  Sternbergs view of intelligence.
• How effective or difficult is it to identify
  students who are gifted and talented based on
  these conceptions of intelligence?

11
Students with exceptionalities Teachers role (I)

• Identifying students with exceptionalities
• Teaching students with exceptionalities content
  and cognitive skills
• Helping students with exceptionalities learn
  social skills
• Developing classmates understanding and
  acceptance

12
Students with exceptionalities Teachers role
(II)

• Utilize the effective teaching practices that
  promote learning for all students.
• Provide additional instructional support.
• Design seatwork and homework activities to match
  the needs of students with exceptionalities.
• Adapt and supplement reading materials to meet
  the learning needs of students.
• Actively teach learning strategies.
• Implement plans for the social integration and
  growth of learners with exceptionalities.

13
Students with exceptionalities Teachers role
(III)
14
Students with exceptionalities Teachers role
(IV)

• Gifted
• Model correct solutions Peer tutors to explain
• Learning disabilities
• Break longer assignments into shorter ones
  Encourage use of calculators

MATH

• Gifted
• Supplemental reading material group assignments
  w/ peer assistance
• Learning disabilities
• Use study guides Preteach difficult concepts

READING
15
Students with exceptionalities Teachers role (V)

• Gifted
• Spelling in other content areas stress mastery
• Learning disabilities
• Avoid spelling as a grading criterion encourage
  students to proofread

SPELLING
WRITING

• Gifted
• Encourage daily nonacademic writing
• Learning disabilities
• Increase time allocated to writing allow
  assignments to be typed, reports to be taped,
  dictated encourage daily writing