Slides 21, 22, 23 and 24: Chances are that in any given
classroom there are one or more advanced learners yet research focused on
advanced, non-gifted learners is scarce. Additionally, given that each student
has a unique combination of talents and challenges some could possess
characteristics of twice-exceptional students. Accordingly, it could be
beneficial for any student if teachers follow guidelines for teaching twice-exceptional
students as stated by S.M. Baum (1994) and cited by Emily Williams King (2005):
•
Focus attention on
developing students' talents and strengthening their abilities through
enrichment activities.
•
Provide a nurturing
environment in which students feel valued and their individual differences are
respected.
•
Teach compensation
strategies after efforts to remediate skill deficits have helped students reach
a level of proficiency. For example: teach students to use all their senses in
learning activities, e.g. improving memory by attaching events to the dominant
sense. Also, teach students to set realistic short-term goals and to take
credit for reaching those goals, even if they represent only a partial amount
of the entire task.
•
Encourage students' awareness
of their individual strengths and weaknesses.
More math specific
guidelines are suggested by Nisbet (1990).
• Talking aloud. According
to this approach the teacher talks aloud while solving a problem so that the
pupils can visualize how the problem is worked-out.
• Cognitive
apprenticeship. This approach requires the teacher to demonstrate to students
the processes that experts use to handle complex tasks, guiding the pupil via
experiences.
• Discussion that involves
analysis of the processes of argument.
• Cooperative learning,
which requires that pupils explain their reasoning to each other.
• Socratic questioning is
based on careful questioning to force pupils to explain their thought processes
and their arguments.
Also, Nevo (2004) and
Anies Al-Hroub (2010) suggest acceleration in the subject area(s) of students’
strengths without placing students at the same high level in their areas of
weakness. As another option
Al-Hroub proposes enrichment. Nevo also makes a distinction between broadening and
deepening. Either approach is intended to provide students with a modified
curriculum that includes depth / breadth or exposes students to topics not
normally included in the curriculum.
No comments:
Post a Comment