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Addressing The Talented, Creative, Specially Abled Learners, Gifted Students CTET CDP 16 हिन्दी

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Addressing The Talented, Creative, Specially Abled Learners, Gifted Students CTET CDP 16 हिन्दी

Chapter : 00:00 Addressing The Talented, Creative, Specially Abled Learners

Chapter : 00:20 Important topics

Talented, Creative & Specially Abled Learners
NEP – Support for Gifted & Talented Students
Traditional v. Current Definition of ‘Gifted’
Do Gifted or Talented Students need help?
Identifying Gifted, Talented and Creative Learners
Some characteristics
Torrance Tests of Creative Thinking
Educational Approaches and interventions
Sample Questions

Chapter : 01:16 Gifted, Talented, Creative & Specially Abled

Academic Giftedness
Intellectual Giftedness
Mathematical Giftedness
Scientific Giftedness
Creativity
Talent

Chapter : 02:58 NEP – National Education Policy Paragraphs 4.43, 4.44, 4.45, 4.46 discussion

Support for Gifted Students or with Special Talents

Chapter : 05:11 Traditional v. Current Definition of Gifted – Talented

Traditional definition of intelligence vs. Theory of Multiple Intelligences

Chapter : 06:50 Do Gifted Students Need Help ?

To identify, nurture and develop their abilities
To provide social & emotional support
To keep the learners engaged & challenged
To guide and counsel the children

“When creative children have a supportive teacher – tolerant of unconventional answers, occasional disruptions, or detours of curiosity – they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates.” – Newsweek, July 2010

Chapter : 09:28 Identifying Gifted, Talented and Creative Learners

Teacher Observations
Interviews with Students
Information From Parents
Student Portfolios
Standardized Testing

Chapter : 11:53 Some Characteristics of Gifted, Talented and Creative Learners

Faster learning than others of same age
Higher level of awareness
Ability for abstract and symbolic thinking
Curiosity
Large vocabulary and expressive ability
Exceptional memory
Ability to apply knowledge to unfamiliar situations
Good problem-solving ability
Attention span long for age
Attention to details
Spontaneous and diverse interests
Physical and intellectual energy levels
High standards and goals

Chapter : 15:33 Torrance Tests of Creative Thinking

Torrance Tests of Creative Thinking – developed by Ellis Paul Torrance – attempt to measure creativity, divergent thinking and other problem-solving skills.

Test takers were scored on four scales :

Fluency – The total number of interpretable, meaningful, and relevant ideas generated in response to the stimulus
Flexibility – The number of different categories of relevant responses
Originality – The statistical rarity of the responses
Elaboration – The amount of detail in the responses

The Tests involve :

Verbal tasks using verbal stimuli
Verbal tasks using non-verbal stimuli
Non-verbal tasks

In one study in Minnesota, USA – Elementary School Children were administered the tests in 1958.

Follow-ups were conducted after 22 years, 40 years and 50 years.

Chapter : 19:07 Educational Approaches & Interventions

Differentiated Instruction
Self-Directed learning
Acceleration
Ability Grouping
Mentor Programs
Enrichment
Curriculum

Addressing feelings of isolation
Helping deal with Self-Criticism
Encouraging Divergent Thinking
Helping in understanding Moral and social issues
Dealing with Self-doubt and Emotional issues

Chapter : 25:25 Interventions Required for Gifted, Talented and Creative Learners

Chapter : 29:04 Gifted students

cannot be learning disabled
need support not ordinarily provided by the school
can manage their studies without a teacher
can be good models for other students

Chapter : 31:48 ____ is not considered a sign of being gifted.

Creative ideas
Fighting with others
Novelty in expression
Curiosity

Chapter : 32:42 Multiple pedagogical techniques, assorted learning material, multiple assessment techniques and varying the complexity and nature of the content are associated with which of the following?

Universal design for learning
Remedial teaching
Differentiated instruction
Reciprocal teaching

Chapter : 34:03 ‘Out-of-the-box’ thinking is related to

consistent thinking
memory-based thinking
divergent thinking
convergent thinking

Chapter : 35:18 Which of the following is a characteristic of a gifted learner?

He can feel under stimulated and bored if the class activities are not challenging enough
He is highly temperamental
He engages in ritualistic behaviour like hand flapping, rocking etc
He gets aggressive and frustrated


Click on the YouTube video link in the article above, to watch the entire video on YouTube. You can also click on the 'Chapter' link time-stamps to go directly to the specific question or part of the video.

Subscribe to MagicExam YouTube channel for free videos on CTET 2022 and 2023, KVS, TET, REET, DSSSB, UPTET, MPTET, MahaTET, APTET, TSTET, RTET, HTET, PSTET, KARTET, TNTET and other teaching exam preparation, solved question papers, syllabus analysis, result related news and other information videos.

If you have any questions, comments or feedback - please post them as YouTube comments under the specific videos and we will clarify or reply as soon as possible.
Addressing The Talented Creative Specially Abled Learners CTET CDP 16 Hindi MagicExam 1