Teaching Practices and Pedagogical Practices for Gifted Children
Write a literature review on various teaching strategies that you would utilise and adapt when working with gifted children in Australia. Ensure you consider children from disadvantaged backgrounds and evaluate the impact this may have.
The process of growth and development is unique for every child. According to Allen and Cowdery (2014), there has always been and there will always be differences in how children grow and achieve various milestones in the different aspects of growth and development. These aspects include learning how to talk, walk, dressing themselves or even toilet training (Otto, 2014). It is normal for two children born at the same time to achieve these milestones of growth at significantly different times (Peterson, McIntyre and Forsyth, 2016). From the time a child is born, some exhibit characteristic and behaviours that indicate that their rate of development in one or more areas is occurring a rate higher than the normal. The first people to note this are usually the parents. Extensive research suggest that parents are the best sources of information about the growth and development patterns of their children (Van, Monighan-Nourot, Scales and Alward, 2014). The development of the thinking ability and mental processes of a child is referred to as cognitive development. For some children, cognitive development occurs at a very early age usually without any couching from their parents. It may be noted of such a child that they are able to remember occurrences with a greater detail than expected. They are also likely to retell these occurrences usually with some vocabulary that is more complex than what one would expect of a child of their age (Villa and Thousand, 2016). These children show exemplary capabilities such as solving complex puzzles and play games that have advanced rules. In a nutshell, they show an understanding of the world that would only be expected from children older than them.
Despite the rapid development when it comes to cognitive function, these children may not necessarily show such development tin other areas. In fact, they may show less development than other children of the same age when it comes to some other areas. This advanced cognitive development is what is referred to as being gifted. The media often represent these children negatively with an impression that it is a result of being pushed by their parents. A great body of research shows that this is not true. It indicates that some children are born with that capability (Waniganayake, Cheeseman, Fenech, Hadley and Shepherd, 2018). The research further suggests that these children have need that are significantly different from other children. In school, it is necessary that the unique needs of these children be addressed. They too, like other children, need an education to improve their life and to have a better understanding of their world (Wortham and Hardin, 2015). Addressing their unique needs would go a long way in ensuring that they have a strong belief in themselves and that they become confident learners from their early age (Warin and Adriany, 2017). Early childhood education techniques should therefore be applied to identify such children and to meet their unique needs. This assignment is going to focus on various teaching strategies that can be utilised and adapted when working with gifted children in Australia. In addition, pedagogical practices that would be beneficial to developing quality gifted education and how they could be applied in practice will be critiqued.
Gifted children have been shown to exhibit a high sense of curiosity and a great desire to learn (Spodek and Saracho, 2014). They have special capabilities such as being able to put their concentration on an issue for a significantly long period. They usually show such concentration mainly in areas that they are greatly interested in. Their great development in cognitive function may see them have the ability to write, read and deal with figures at stage earlier than expected. These children often find interacting with other pupils of the same age boring. They feel more comfortable interacting and playing with children who are older and who have more advanced games and way of doing things. Most of the times, they consider the activities of their peers ‘childish.’ One might be tempted to think that the best way to deal with them is to take them to school earlier than usual. However, this may not always be the case for all children. All that some require is a supportive environment. This relates to both the school and the home environment. There are several techniques and teaching strategies that teachers can employ to deal with the gifted children. These are going to be discussed next.
One of the strategies would be grouping. Extensive psychological research reveals that every human being is more productive and feels more satisfied when they associate themselves with a group (Temple, Ogle, Crawford and Freppon, 2018). This is not different from children. Gifted children often compare themselves with their peers at school from a very early age. They become aware at that tender age that they are significantly different from their peers both in terms of interests and capabilities. In such situations, it is likely that they might think that there must be something wrong with them. It would be very important that the teacher inform them that they are just different in terms of advanced cognitive capabilities (Stronge, 2018). They should be made to understand that they are as normal as other children. To make them feel more at home, the teacher can group these children with others with the same capabilities. It might also help to allow them to regularly interact with the older children. This way, their unique needs are addressed, and the learning experience is optimal.
Another strategy that a teacher can employ when dealing with these children is being flexible with time. According to Karnes and Bean (2014), gifted children show various levels of capabilities and interests. For instance, they may become very interested with a topic or concept that they want to dig deeper. They may spend a lot of their time aiming at having more understanding of the same. At other times, they may grasp what is being taught very quickly. Due to thus, it is very important that the teacher be flexible with time when it comes to the gifted children. He/she should know where to draw the balance between addressing the needs of those children who have difficulty understanding a concept and the gifted children. For instance, the teacher could give the gifted children an opportunity to explore an area of interest while addressing the needs of other students. This way, the gifted children will be involved and will not feel like their time was misused.
The third strategy that a teacher could employ would be to allow the gifted children interact with tasks that are more challenging/complex/advanced (Dixon, Yssel, McConnell and Hardin, 2014). Often, gifted children are treated just like others of their age. They are exposed to the same books and the same kind of learning. This would possibly be an action of injustice to them. This because these children find these tasks very easy. As a result, they may relax and have a mindset that the process of learning is a very easy one. Just like the other, children, it is important for these children to be given an opportunity to interact with challenging and complex tasks. The teacher should therefore ensure that these children can interact with more complex and advanced topics and challenges. This way they will be engaged, and their learning spirit is always kept engaged (Plucker and Callahan, 2014). They are also likely to feel that their time was well spent. Doing this also supports them to become better future learners and scholars.
Another strategy that has been found to work when it comes to dealing with the unique needs of gifted students is allowing them to accelerate their learning (Kaplan and Hertzog, 2016). If a student is having difficulties understanding a concept, it is common to send them to a class where other children are being taught at his pace. This rarely happens with the gifted students. If a teacher notices that a child is gifted, it would only be fair to give the child an opportunity to join a class where they will feel more challenged. It is not wise of a teacher to think of a classroom as the confines of the four walls. It is important for them to continually contemplate about the resources that are available and use them to maximize the process of learning for all students, both the gifted and those who have challenges understanding concepts. Research has demonstrated that giving the gifted children an opportunity to interact with those of the same pace and allowing them to deal with more complex tasks makes them better learners.
The teacher could also adopt a practice of administering regular assessments. For instance, informal assessments to gauge the knowledge the students have accumulated could be done after the completion of a topic. Though most teachers go on to the next topic without a quiz or a form of assessment, such assessments could be very useful in determining the baseline of the students. Such informal assignments give the teacher a chance to have what could be referred as a very accurate base of their students (Missett, Hertberg-Davis and Callahan, 2017). With the information about the academic capabilities of their students, it becomes easier for the teacher to organize activities that will meet the unique needs of every student. Accommodating the unique needs of the gifted children does not always have to be a challenging task. Let us take an example where the teacher administers pre-lesson quiz and realizes that some children (the gifted) are already knowledgeable about what is going to be taught. In such a case, it is not important to make the students relearn the information. Instead, the teacher can offer parallel tasks/projects that will keep the gifted students involved. For instance, the teacher could give them a task that explores a more advanced idea relating to what is being taught. In this manner, the gifted students are kept busy and their unique needs are addressed.
Involving the parents of the gifted children in their education has proved to be very important in assisting them (the gifted children) achieve their full potential. This is another key tip that the teachers can employ to ensure that the productivity of the gifted children is kept at optimum. Here is how it works. Working closely with the parents goes a long way in ensuring that the unique needs of these children are being met. It is amazing to note that in most instances, the parents offer great support and want to see their children being challenged (Singer, 2017). The teacher can take some time to explain to the parents the unique strategies that they have employed to ensure that the unique needs of the gifted children are being met. For instance, the teacher can brief the parents on the regular administration of the informal assessments, how they determine the kind of information to be learnt by the gifted children and the strategies put in place to ensure that the teacher observes the pace of the gifted students. Involving the parents will ensure that they are working hand in hand with the teacher to ensure that the gifted children achieve their full potential. Since these children are not given the liberty to chose what they want to learn, it is a great idea for the parents and the teacher to work together to see them excel.
Encouraging gifted students to engage in extracurricular activities that require advanced skills has also been found to be a great way of ensuring that their unique needs are met. The teacher can participate actively in this role through identification of gifted students and suggesting to them some of the extracurricular activities. Some of these activities are discussed next. One would be joining clubs that deal with application of critical and creative thinking skills. For instance, the teacher could encourage the students to join the debate club. During debates, the application of critical and creative thinking is vital in coming up and supporting points. Sometimes, this process (of critical and creative thinking) needs to be done fast if a team is to carry the day in a debate. This would therefore offer the gifted children a perfect opportunity to utilize their special abilities. Another possible suggestion that the teacher can make is for the gifted children to join a maths club/society. Just like the debate, mathematics prompts the gifted children to apply critical and creative thinking. These children could also be encouraged to become leaders, take for example a class prefect/monitor. By encouraging them to engage in the extracurricular activities, the teacher goes a long way in ensuring that the unique abilities of the children are being addressed (Lewis, Wheeler and Carter, 2017).
To ensure that the capabilities of the gifted children are being utilized fully, the teacher can ensure that these students are involved in academic contests. As it has been observed in the discussion above, gifted children are inherently competitive. There are various forms of academic contests that are carried out. These could be regional or even national. There is a high likelihood that these students will be competing with other gifted children in such contests. This is because it is mostly the top achievers that are given the opportunity to participate in such contests. This would mean that the children are being given an opportunity to compete with others who are at relatively the same level with them. This way, they get to interact will more challenging tasks. By involving the students in such contests, the teacher ensures that the special abilities of the gifted children are being addressed (Eliason and Jenkins, 2015). Other activities that will keep these students involved would include science fairs, national essay competitions or even spelling competitions. These activities are usually organized by different players in the education sector. The teacher can also take an initiative and plan such events.
Setting individual goals for the students is yet another great technique that the teacher can employ to support gifted education. It has long been found out in the field of education psychology that one of the greatest steps to ensure success is setting of goals (Elango, García, Heckman and Hojman, 2015). Most of the achievements that human beings make have their origins in mind. It has been argued in psychology that writing down thoughts to paper enhances goal achievement (Olszewski-Kubilius and Thomson, 2015). To have a better understanding of this, it would be great to take an example. Let us assume of two individuals who are both planning to run for a political office. It would be true to conclude that both of them began by having thoughts about being in that office. The motivations could be different but it all began in the mind. Let us also assume that one plans and strategizes about how to acquire the office while the other one does not. It is likely that the former and not the later will acquire the office. The same technique would apply in gifted education. The teacher could assist the students set these goals. It should be ensured that the goals are realistic, specific, aggressive, measurable and within a stated time period. The teacher should be sure that the goals are neither too high nor too low. By setting individual goals, the children will be having something they are looking forward to and will be busy until is achieved. In this way, their needs are significantly addressed.
It also helps for the teacher to appreciate that despite the unique capabilities of the gifted children, they are also similar in many ways to other students in the classroom (Britto et al, 2017). Sometimes the teacher may be tempted to believe that the gifted children are entirely different from their peers in the class. The result of this is usually giving them more tasks than the other children. It could also be having expectations that are unrealistic regarding the gifted children. Extensive research has shown that such moves are likely to bring more harm than good (James and Prout, 2015). The student reason and they would feel like they are being treated differently from others. They are likely to view more work for them as act of being unfair. This might make them grow weary of both schooling and their teacher. For this reason, it is very important for the teacher to know where to draw the lines and know what limits to keep. It is very important that the teacher make the children understand why they are being requested to do any extra work. With this knowledge, they are likely to appreciate what they do they are likely to maintain a harmonious relationship with the teacher. Consequently, they are supported to realize their capabilities in an optimal way.
It would do great good to the academic performance of gifted children to offer an environment that supports emotional growth (Bennet, 2018). The teacher could play a role in ensuring that the school environment addresses the counselling needs of the gifted children (Bredekamp, 2016). Some gifted children undergo through some emotional and psychological challenges. These could include anger, isolation, perfectionism, boredom and poor peer relationship. For a child to achieve optimal academic performance it is necessary their health be at optimum. Complete state of health and wellbeing implies a situation where the physical, emotional and psychological wellbeing are maintained (Callahan, Moon, Oh, Azano and Hailey, 2015). A child who is undergoing through emotional and psychological challenges may find it hard to maintain optimal academic achievements. The good news is that most of these challenges can be addressed through counselling. Therefore, to ensure a supportive learning environment the teacher should ensure that the gifted children have such kind of support.
It would also help to understand that the gifted child may not excel in all areas. The teacher should appreciate this affect and devote themselves to learning the strengths and weaknesses of these children. With such an understanding, it becomes easier for the teacher to know which areas to spend some more time on (Abrami et al, 2015). For instance, a child may show exemplary understanding and performance in certain topics and poor in others. For an optimal and effective learning experience, the teacher should dedicate more time on the poorly performed areas in an effort to improve the overall performance. It could also be important for the teacher to learn the joy and uniqueness of each child. This involves identifying what each child likes and know how to better deal with them (Farquhar and White, b2014). Each child is different and unique in their own ways.
Conclusion
The process of growth and development is unique for every child. There are different aspects of growth and development could include learning how to walk, talk and dressing. It is normal for two children of the same age to show different trajectories in their growth. For instance, one may learn to walk earlier than the other. One of the aspects of growth is the cognitive development. For a normal child, there is the level of development we expect at each stage of development. When it comes to cognitive development, some children show advanced development very early in life. These children have capabilities that are exhibited by children who are older than them. These children are referred to as gifted children. In school, these children grasp concepts easily. Due to their advanced level of thinking and way of doing things, they find it hard to relate with their peers. It is often reported that they find their peers being childish. For this reason, they are more comfortable relating with older children. When it comes to children with disabilities, measures are put in to place to support their education. In the same way, the teacher should put some strategies in place to ensure that gifted children are given an opportunity to utilize their full academic potential. There are several ways that the teacher can go about ensuring this.
One of the ways of ensuring that the special needs of gifted children are being addressed is grouping them. The teacher should identify these children and put them in one group so that they can challenge one another. Another way would be to give the children a chance to accelerate their education since it does not make sense to teach them what they already know. Working together with parents has also proven important. The teacher should also ensure that a supportive emotional and counselling environment is provided for these children as they have unique needs. These are just but some of the strategies to ensure that the gifted children are supported to have a fulfilling and supportive learning environment.
References
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