Marcus did this when he visualised the slaters with large “beetle toes”. They’re more likely to challenge conventional thinking. They frequently do not learn academic or social conventions well and are often twice exceptional. These are the non-verbally gifted or visual-spatially gifted students. In the classroom their interpretations are often unexpected and may question the teaching. They use imagery and infer intuitive theories that are more lateral or creative. Other students think about the teaching information in time and space. The children used what they knew about spelling patterns to spell unfamiliar words and to unscramble complex anagrams. Most of the tasks used in the Child Genius program assessed this. This is what Mike did when he extended his knowledge beyond what the information taught him. In the classroom they infer the direction of the teaching and give the impression of being ahead of it. Some students exposed to part of a text infer its topic and subsequent ideas – their intuitive theory about it. It may be a written narrative, a painting, a conversation or football match. Much of the information we’re exposed to is made up of concepts that are linked and sequenced around a topic or theme. Verbally giftedĪ gifted learning profile manifests in multiple ways. So did Einstein, Churchill, Van Gogh and Christie. Marcus and Mike from the earlier anecdotes engaged in these processes. When given the opportunity to reflect on or field-test them, the student can validate their new knowledge, modify it or reject it. They’re intuitive in that they’re personal and include possibilities or options the student has not yet tested. This is supported by a range of affective and social factors, including high self-efficacy and intrinsic goal setting, motivation and will-power. It involves combining knowledge from the two sources into an interpretation that has the characteristics of an intuitive theory about the information. This is called “ fluid analogising” or “far transfer”. Should gifted students go to a separate school? They stimulate parts of their knowledge that were not mentioned in the information presented to them and add these inferences to their understanding. Second, these students are more likely to draw conclusions from evidence and reasoning rather than from explicit statements. This helps them interpret more information at a time. They form a more elaborate and differentiated knowledge of a topic. In a given period they learn more than their regular learning peers. Giftedness is the capacity to learn in more advanced ways.įirst, these students learn faster. They may then elaborate, restructure or reorganise it in various ways. People learn by converting information to knowledge. Gifted students learn in a more advanced way They must have pretty big toes to go so quick. My mini aths coach said that if I wanted to go faster I had to press back with my big toes. They are only this long and they’re going very fast. Has anyone thought of something I haven’t mentioned? We turned over a rock and saw slater beetles scurrying away. Let me first share two anecdotes.Ī year three class was learning about beetles. One way of understanding gifted learning is to unpack how people respond to new information. What they do is more than what the coach has trained them to do. A talented footballer sees moves and possibilities their opponents don’t see. Instead, they come from particular ways of knowing their world and thinking about it. These talented outcomes are not random, lucky or accidental. We describe their achievements, discoveries and creations as “talent”. They give us the big ideas, possibilities and options. They have the potential to contribute significantly to our world and change how we live. Their achievements are one reason we’re interested in gifted learning. Intellectually gifted students often have learning disabilities This includes scientists such as Einstein, artists such as Van Gogh, authors such as Agatha Christie and politicians such as Winston Churchill. Many of the most creative people this world has known are twice exceptional. While some gifted students show high academic success – the academically gifted students, others show lower academic success – the “ twice exceptional” students. The students on the Insight program showed the flipsides of the gifted education story. Most accounts pointed to a clear mismatch between how they preferred to learn and how they were taught. Students identified as gifted explained how they learned and their experiences with formal education.
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