Differentiating the Curriculum for GaT students using ICT (15/9/11)
Differentiating the Curriculum for GaT students using ICT (25/8/11)
- GaT students are not easily identified in a group of students
- GaT children are not always enthusiastic about school
- GaT children experience isolation
- Accelerating students may lead to social maladjustment
- Not all students have gifts and/or talents; not everyone is gifted in some way
- GaT children will not always do alright in the regular classroom
- Special provisions for GaT students are not undemocratic, not providing for them is
- Intense behaviour straits are not a given with GaT students
- An individual's IQ does not remain constant
- Teachers are not better at identifying giftedness than parents
- From puberty, gifted girls are no more likely to be underachievers than boys
- GaT individuals from racial or ethnic minorities and low SES are less likely to be identified
- GaT students should be encouraged to direct their own learning
- Parents must be advocates if programs for GaT children are to continue
Gagne (1985) Model of Giftedness gagne.pdf (detailed colour model)Image and text copied from: http://www.gigers.com/matthias/gifted/gagne_dmgt.html"Gagné thinks that all talents are developed from natural abilities through learning influenced by inner and outer catalysts. The main components of Gagné's model - which he refined several times - are:Natural AbilitiesGagné lists four domains of natural abilities, which according to him are mostly genetically determined:
TalentThe different fields are open to wider argumentation than the natural abilities. Gagné thinks the following fields are relevant for school-aged youths:
- intellectual abilities: reasoning, memory, sense of observation, judgement, and metacognition;
- creative abilities: inventiveness, imagination, originality, and fluency;
- socioaffective abilities: perceptiveness, communication (empathy and tact), and influence;
- sensorimotor abilities: sensitivity (the senses), strength, endurance, coordination and others.
Developmental ProcessesWithout learning processes whether there are informal - as the learning of a first language by a child - or formal - as most learning in school - and practice gifts don't turn into talents. Intrapersonal CatalystsSeveral characteristics of the person influence the learning process positively or negatively. They are:
- social affection,
- and technology.
Environmental CatalystsGagné names four groups of environmental influences on the development of talents:
- physical characteristics like health,
- motivation and volition,
- and personality (temperament, self-esteem, adaptability etc.).
ChanceOne last factor influencing the catalysts (intrapersonal and environmental) and the natural abilities (gifts) is chance. Most importantly, chance determines through the recombination of paternal genes which types of giftedness a child possesses and to what extent."
- milieu (culture, family)
- provisions (programs, activities, services)
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