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Block 2.7: Problem 3. Acceleration of Students English Summary $7.50
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Block 2.7: Problem 3. Acceleration of Students English Summary

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This summary includes elaborate and before exam corrected notes on block 2.7 Problem 3. The detail of the notes helps to get a better understanding of course which required critical thinking. The grade obtained for the course was 8.6

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  • April 14, 2021
  • 7
  • 2018/2019
  • Summary

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By: hellsbells • 5 months ago

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PROBLEM 3. SPECIAL TREATMENT FOR 1
A GENIOUS



Rethinking Giftedness and Gifted Education: A Proposed
Direction Forward Based on Psychological Science (Rena F.
Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell)- MONOGRAPH


Introduction

Aim: review and summarize giftedness and suggest some directions
for the field of gifted education

Perspectives of Giftedness

1. High IQ: generic, innate quality that can be discovered through
an assessment
 Excellence in all academic domains & Remain gifted
throughout their life (no matter if they achieved or not).
 Academic achievements require more than intellectual
ability
2. Emotional fragility: Many studies supported they are
competent but many people relate giftedness and high
sensitivity.
 Implication for special programming, socioemotional support
and understanding.
3. Dichotomy
i. Creative-productive giftedness: innovative ideas
ii. School-house giftedness: tests
 Creativity, persistence and motivation are important for both
 No focus on continued development
4. Talent development: sport and art development programs,
combining talent with psychosocial strength training and
coaching.
5. Practice and unequal opportunities: practice hours,
advantageous chance factors important for development of
talent.

Giftedness as a developmental process- New framework

 It is malleable and domain-specific, developed and sustained by
training and interventions in domain-specific skills, the
acquisition of psychological/social skills needed to pursue new
paths and the conscious decision of the individual to engage fully
in a domain.
 Goal: transformation of talent to outstanding performance and
innovation in adulthood, long-term giftedness

, PROBLEM 3. SPECIAL TREATMENT FOR 2
A GENIOUS
o Age differences bt adults and children on how giftedness
manifests
o Talent differences: Creative performers & Creative producers

Two stages of the process

1. Talent identification: continuous targeting of the precursors of
domain-specific talent and the formal and informal processes by
which a talent is recognized and identified
2. Talent promotion: how the person is guided, instructed,
encouraged (usually left to chance)
 Important to recognize the domains of talent that have different
developmental trajectories and that transitions are influenced
by effort, opportunity, instruction, technical and psychosocial
skills

Educating gifted Children


Enrichment
Programming options that extend and supplement the regular
curriculum and often include topics not covered in the curriculum

 Not accelerated but can lead to acceleration
 They might benefit all students
 Goal: engagement in the subject more in depth compared to
traditional classroom
 Most frequent option
 No formal evaluations of the enrichment strategies

Acceleration
1. Gifted children can acquire and process info more rapidly than
their peers.
2. Gifted students often master advanced levels of content in
subject areas.

Strategies of Acceleration:
a) Earlier access to courses and content than their same aged
peers e.g. entrance to any level of schooling, grade skipping
etc.
b) Accelerating the pace of instruction within courses e.g. fast-
paced etc.

Evidence: in general the efficacy of acceleration was overwhelming
positive.

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