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Chapter : 00:00 Addressing The Talented, Creative, Specially Abled Learners
Chapter : 00:21 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 : 01:20 Gifted, Talented, Creative & Specially Abled
Academic Giftedness
Intellectual Giftedness
Mathematical Giftedness
Scientific Giftedness
Creativity
Talent
Chapter : 02:53 NEP – National Education Policy Paragraphs 4.43, 4.44, 4.45, 4.46 discussion
Support for Gifted Students or with Special Talents
Chapter : 05:17 Traditional v. Current Definition of Gifted – Talented
Traditional definition of intelligence vs. Theory of Multiple Intelligences
Chapter : 06:36 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 : 09:03 Identifying Gifted, Talented and Creative Learners
Teacher Observations
Interviews with Students
Information From Parents
Student Portfolios
Standardized Testing
Chapter : 11:14 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 : 13:48 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 : 16:31 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 : 21:34 Interventions Required for Gifted, Talented and Creative Learners
Chapter : 24:57 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 : 27:22 ____ is not considered a sign of being gifted.
Creative ideas
Fighting with others
Novelty in expression
Curiosity
Chapter : 27:54 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 : 28:44 ‘Out-of-the-box’ thinking is related to
consistent thinking
memory-based thinking
divergent thinking
convergent thinking
Chapter : 29:39 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
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