Edc155 Unit 2 Research Paper
explanatory Essay
481 words
EDC155 Ass2
Week 4- Consider and explain the special educational needs of students with learning difficulties and those of students who are suspected and/or diagnosed as gifted and talented.
Throughout week four we were introduced to many factors among individual differences in learning. One aspect in this week’s topic I felt most drawn to was students who are suspected and/ or diagnosed as gifted and talented. Before now giftedness was not something I gave a lot thought to in regards to my future as a teacher in a classroom, however I now understand the importance of recognizing it in the classroom.
Firstly, what struck me when I came to this topic was how do we as teachers truly identify intelligence in the classroom? How do we separate
In this essay, the author
- Explains that they felt drawn to students who are suspected and/or diagnosed as gifted and talented during week four. they now understand the importance of recognizing giftedness.
- Opines that teachers must identify intelligence in the classroom, separate and classify exceptional intelligence from that of the other students, and recognise giftedness.
- Explains that they have come to appreciate the imperative concept of "talented" and "gifted" students. they plan to use the three ring conception of giftedness as suggested by renzulli.
- Explains that they felt drawn to students who are suspected and/or diagnosed as gifted and talented during week four. they now understand the importance of recognizing giftedness.
- Opines that teachers must identify intelligence in the classroom, separate and classify exceptional intelligence from that of the other students, and recognise giftedness.
- Explains that they have come to appreciate the imperative concept of "talented" and "gifted" students. they plan to use the three ring conception of giftedness as suggested by renzulli.
- Explains how they embrace gardner's multiple intelligence theory, which focuses on what the students are capable of rather than what they can't do.
- Explains sternberg's tribrachic theory based on three principles: analytical (to solve problems), creative (producing ideas and solutions) and practical (able to use ideas with purpose in an appropriate environment).
- Opines that it is important to provide the right support and organise a curricular best suited to the individual. formulate lesson plans to cater for the students abilities and strengths.
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- Cognitive Development and Underachiever Caseanalytical essayCognitive developmental theorists in educational learning, such as Paiget, assist in the understanding of why some gifted students underachieve during adolescence. Such theorists contend that gifted students have faster and more vigorous cognitive movements during this period of growth that involve higher stages of development and are beyond formal operational thought (Cohen L.M, 1993). For example, the gifted student may have the ability to process new learning at faster rates, show deeper emotional sensitivity and understand complex concepts more easily than their peers. Such facto...
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- Explains that they have to consider psychological and sociological factors that may contribute to john doe's low academic achievement. this diagnosis will inform the school of the reasons why he fails to meet his academic potential and help develop an appropriate intervention plan.
- Argues that the ambiguous relationship between adolescence and gifted underachievers has to be considered.
- Explains that cognitive developmental theorists in educational learning, such as paiget, assist in the understanding of why some gifted students underachieve during adolescence.
- Explains that they have to consider psychological and sociological factors that may contribute to john doe's low academic achievement. this diagnosis will inform the school of the reasons why he fails to meet his academic potential and help develop an appropriate intervention plan.
- Argues that the ambiguous relationship between adolescence and gifted underachievers has to be considered.
- Explains that cognitive developmental theorists in educational learning, such as paiget, assist in the understanding of why some gifted students underachieve during adolescence.
- Argues that john doe's underachievement is due to his being labeled as gifted, which is relevant in erikson’s theory of psychosocial development.
- Explains that motivational and self-regulation factors are key to understanding john doe’s low academic performance. social cognitive theories help to provide a significant understanding to gifted underachievers.
- Explains that achievement motivation is determined by a range of personal and social contextual factors. emirick asserts that gifted students often turn their intellectual energy to other activities that are outside the schools curriculum.
645 wordsRead More - The Neurobiology of Geniusargumentative essayFirst, however, one must have a clear notion of what is meant by giftedness. Only the top 2-5 % of children in the world are truly gifted. These children are precocious, self-instructing, can intuit solutions without resorting to logical, linear steps, and have an incredible interest in an area or more that they focus so intently on, that they may lose sense of the outside world (3). Early reading and development of abstract thought are typical characteristics as well. The acceleration of ment...
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- Explains that only the top 2-5 % of children in the world are truly gifted. they are precocious, self-instructing, and have an incredible interest in an area or more.
- Explains that the study of the gifted brain has been utilized by scientists throughout much of history.
- Explains that toby rosenberg, a 14-month-old, could read aloud from posters his stroller passed by, spoke both polish and english fluently, and compiled hieroglyphics at the age of 4. some scientists believe that there are quantitative differences in these children's cerebral organization.
- Explains that only the top 2-5 % of children in the world are truly gifted. they are precocious, self-instructing, and have an incredible interest in an area or more.
- Explains that the study of the gifted brain has been utilized by scientists throughout much of history.
- Explains that neurophysiologists have disputed whether genius can be mainly localized in the right hemisphere of the brain or not.
- Concludes that although various answers regarding areas in the brain have been implicated in localizing genius, there are disadvantages with the technologies used in making these findings.
- Concludes that more data is needed to establish firmly the significance of brain differences in gifted and average children, and ultimately explain why so few children have such gifted abilities.
- Describes the characteristics of the gifted, and more information about giftedness in tangled web.
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- Explains that einstein's brain may or may not indicate the source of genius.
- Describes recent developments in cognitive neuroscience and human genetics concerned with human learning, memory, and intellectual developments which have implications in gifted education.
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1515 wordsRead More - What Is Giftedness?analytical essayWhat makes a person gifted has been debated historically and continues on today. The debate has been influenced by politics and culture, which impact how gifted children are educated. The three articles discussed in this paper explore the origins, development, social-emotional impact, and politics of giftedness.
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- Analyzes how the three articles discussed in this paper explore the origins, development, social-emotional impact, and politics of giftedness.
- Argues that giftedness is a product of nature or created through nurture. winner, colangelo, davis, mrazik, and dombrowski agree the answer lies somewhere in the middle.
- Argues that giftedness undermines cultural pride, since it suggests that not all students can reach the top.
- Analyzes how the three articles discussed in this paper explore the origins, development, social-emotional impact, and politics of giftedness.
- Argues that giftedness is a product of nature or created through nurture. winner, colangelo, davis, mrazik, and dombrowski agree the answer lies somewhere in the middle.
- Argues that giftedness undermines cultural pride, since it suggests that not all students can reach the top.
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1126 wordsRead More - Giftedness Essayopinion essay...gh-functioning individuals in that domain. Further, giftedness can be viewed as developmental, in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated (L. Coleman & Cross, 2005, Dai & Coleman, 2005a; Mayer, 2005; Olszewski-Kubilius, 2000).
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- Explains that the virginia beach school system defines giftedness as students who demonstrate high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity.
- Opines that identifying gifted individuals and creating separate schools for specific skills, classes, and resources is where america can improve how it is defined and executed.
- Argues that the theoretical rationale underlying an identification system should guide the selection criteria for identification instruments and the ways in which instruments are used in identification practices.
- Explains that the virginia beach school system defines giftedness as students who demonstrate high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity.
- Opines that identifying gifted individuals and creating separate schools for specific skills, classes, and resources is where america can improve how it is defined and executed.
- Argues that the theoretical rationale underlying an identification system should guide the selection criteria for identification instruments and the ways in which instruments are used in identification practices.
- Opines that a program's goals and outcomes should influence identification decisions.
- Opines that traditional identification procedures have failed to respond to society's diversity by adequately identifying and serving gifted students who are economically disadvantaged, especially students from racial and ethnic minority groups.
- Asks whether the word "gifted" is best used as a noun or an adjective, or do we develop gifted behaviors in certain people, at certain times, under certain circumstances?
- Opines that closing the achievement gap among demographic groups is an ongoing challenge for educators, researchers, and policymakers.
- Opines that the goal is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness.
- Explains that giftedness is the manifestation of performance or production that is clearly at the upper end of the distribution in a talent domain even relative to that of other high-functioning individuals.
- Opines that narrowly defining giftedness will only exclude some of the truly talented and extraordinary individuals and inhibit the resources and legislation that are needed to ensure gifted education is a national priority to improve our educational status.
1605 wordsRead More - Rationaleopinion essayI also chose this post because it enabled me to look deeper into this ongoing debate about the consensus of gifted education. Borland (2012) stated that, “intellectual ...
In this essay, the author
- Explains that they chose the topic of "why and should gifted education exist" because they saw the gifted population as a specialized population.
- Opines that eminence should not be why gifted education should exist.
- Explains why they chose the second post because it allowed them to look deeper into the question that they challenged against borland's (2013) statement.
- Explains that they chose the topic of "why and should gifted education exist" because they saw the gifted population as a specialized population.
- Opines that eminence should not be why gifted education should exist.
- Explains why they chose the second post because it allowed them to look deeper into the question that they challenged against borland's (2013) statement.
- Opines that the third post swayed their initial perception of what accounted for "proper education".
828 wordsRead More - Theory Of Multiple Intelligencesanalytical essayBy almost any measure, the education system in the United States is broken. This issue has been approached from many angles. From politicians to academic researchers, education has been a pressing topic for decades and one for which no viable ideas have been forthcoming. Most often, the solutions offered have involved standardized testing or pouring more money into a system that is fundamentally unworkable. The essential issue is that traditional approaches to teaching and learning have become outdated for today’s student body and for modern culture. Adopting a more progressive approach to the classroom is the best way to transform the education system. The theory of Multiple Intelligences (MI), first introduced by Howard Gardner three decades ago, is an example of a project-based learning style of teaching and assessment (Barron & Darling-Hammond, 2008). It is comprised of nine different “intelligences,” or ways that students learn, and it offers a more comprehensive way to determine an individual student’s intellect (Gardner, 2011). “Only if we expand and reformulate our view of what counts as human intellect will we be able to devise more appropriate ways of assessing it and more effective ways of educating it” (Gardner, 2011, p. 4). Using MI to help evaluate each student’s aptitude will help reach more students, and better prepare them for the world outside the classroom by: emphasizing cultural diversity, teaching real-world skills, empowering students, and bolstering the self-worth of individual students.
In this essay, the author
- Argues that the education system in the united states is broken. the theory of multiple intelligences (mi) is a project-based learning style of teaching and assessment.
- Argues that mi helps instructors teach subjects to a wider variety of cultures represented by students in the classroom.
- Explains that students from different cultures are not the only ones being given a better chance to learn. students with physical impairments and mental disabilities can be effectively reached using mi to assess their unique strengths.
- Argues that the education system in the united states is broken. the theory of multiple intelligences (mi) is a project-based learning style of teaching and assessment.
- Argues that mi helps instructors teach subjects to a wider variety of cultures represented by students in the classroom.
- Explains that students from different cultures are not the only ones being given a better chance to learn. students with physical impairments and mental disabilities can be effectively reached using mi to assess their unique strengths.
- Explains that using mi as the basis for teaching a class helps elucidate material for groups that, historically, have not been served by conventional methods of teaching.
- Argues that mi classrooms encourage students to perceive their education as a personal experience by tailoring material to each student's unique strengths or weaknesses.
- Argues that empowering students by giving them more control over what and how they learn is inextricably linked to building their self-confidence, but the relationship between the two goals is worth considering.
- Argues that mi theory in the classroom is more effective than traditional approaches to schooling. it engages different cultures and minority groups, empowers students to take ownership of their learning, and reinforces self-worth of individual students.
- Cites barron, b., and darling-hammond, l. (2008). teaching for meaningful learning: a review of research on inquiry-based and cooperative learning.
- Cites kallenbach, s., & viens, j. multiple intelligences theory in adult literacy education.
- Explains kezar's theory of multiple intelligences: implications for higher education. innovative higher education, 26, 141-154.
- Cites mcfarlane, d. (2011), multiple intelligences: the most effective platform for global 21st century educational and instructional methodologies.
- Explains reiff, j. c., multiple intelligences, culture, and equitable learning. childhood education, 73(5), 301-304.
1287 wordsRead More - Gifted Education Case Studyanalytical essayThe bulk of legal cases are in the realm of special education, but only time will tell if gifted education will challenge our highest courts. For now, district administrators and teachers must continue with due diligence to meet the needs of gifted learners, but they must always stay abreast of rulings from the Office of Dispute Resolution. By following the due process hearings, districts can identify commonalities with their own district practice and adjust as needed. Gifted education enrollment numbers are dwarfed by the special education numbers, but the parents of gifted students are no less vocal and often have more resources available to them. Regardless of what the law has said or will say, it is the school’s responsibility to grow all learners, but realize that is our gifted learners who have the innate ability to truly make a difference in our
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- Analyzes the case of c.c. v. north allegheny school district, where the district refused to permit him to take two advanced placement courses, which did not align with the strengths addressed in gieps.
- Explains bensalem township's screening system is available for all students, allowing them to be considered for gifted education regardless of suspicions communicated by teachers and parents.
- Argues that districts should be careful when requesting reevaluations for students — a review of records will likely provide necessary information rendering full psychological testing unnecessary.
- Analyzes the case of c.c. v. north allegheny school district, where the district refused to permit him to take two advanced placement courses, which did not align with the strengths addressed in gieps.
- Explains bensalem township's screening system is available for all students, allowing them to be considered for gifted education regardless of suspicions communicated by teachers and parents.
- Argues that districts should be careful when requesting reevaluations for students — a review of records will likely provide necessary information rendering full psychological testing unnecessary.
- Argues that a scheduled reevaluation at transition years may eliminate the common concern regarding the giep at the high school level.
- Opines that district administrators and teachers must continue with due diligence to meet the needs of gifted learners, but they must stay abreast of rulings from the office of dispute resolution.
- Explains that the gifted support teacher develops the giep by collecting data and evidence of where the student is academically at the moment.
1514 wordsRead More - Giftedness And Giftednessanalytical essayIt has been suggested by psychologists that giftedness from the teacher’s point of view depends on a combination of high ability, high creativity and high commitment. Gifted children show early signs of intellectual superiority. Even during infancy and early childhood, the show larger attention span, good recognition, memory, preference for novelty, sensitivity to environmental changes, and early appearance of language skills. To equate giftedness with brilliant academic performance is not correct. Each gifted student possesses different strengths, personalities and characteristics. Some of them are, advanced logical thinking, questioning
In this essay, the author
- Explains the study of gifted individuals began in 195, when lewis terman followed the lives of 1500 children with iqs of 130 and above to examine how intelligence was related to occupational success and life adjustment.
- Argues that giftedness from the teacher’s point of view depends on a combination of high ability, high creativity, and high commitment.
- Argues that gifted children are generally better adjusted than their nongifted peers. this view hypothesizes that the gifted are capable of greater understanding of self and others due to their cognitive capacities and cope better with stress, conflicts, and developmental dyssynchrony.
- Explains the study of gifted individuals began in 195, when lewis terman followed the lives of 1500 children with iqs of 130 and above to examine how intelligence was related to occupational success and life adjustment.
- Argues that giftedness from the teacher’s point of view depends on a combination of high ability, high creativity, and high commitment.
- Argues that gifted children are generally better adjusted than their nongifted peers. this view hypothesizes that the gifted are capable of greater understanding of self and others due to their cognitive capacities and cope better with stress, conflicts, and developmental dyssynchrony.
- Explains the second view that gifted children are more at-risk for adjustment problems than their nongifted peers.
- Concludes that high ability children are at least as well, if not better, adjusted than other children. adjustment refers to an individual’s pattern of responding to environmental demands.
- Explains that early research on psychological well-being used broad measures of personality or behaviors such as the rorschach, the mmpi, or a behavior checklist.
- Explains that self-concept is the collection of ideas one has about oneself, an essential component of personality. it is a cognitive task, changing as an individual’s cognitive capacities change over time.
- Explains that the impact of giftedness on psychological well-being has often been examined as a dichotomous question.
- Explains that there is little evidence of psychological risk among academically or intellectually gifted children when global measures of adjustment are examined.
- Explains that there is no empirical support for the belief that gifted children experience depression or suicidal ideation more often than do nongifted children.
1193 wordsRead More - You Know Your Child Is Gifted When, By Judy Galbraithexplanatory essayIn the article, the term “gifted” is a very precise, yet very broad; it is more than a number on an IQ test, hence is termed by the U.S Department of Education as children and youth with outstanding talents and accomplishments, in comparison to others of their age, experience of environment.
In this essay, the author
- Explains that before sending your child to the closest "child genius" reality tv show, you need to break to square one and know basic terms; what does a gifted child really mean?
- Explains that the u.s. department of education defines gifted as children and youth with outstanding talents and accomplishments, in comparison to others of their age.
- Explains that gifted children are more than bright children. they are self-satisfied, but can get incorrigibly self critical.
- Explains that before sending your child to the closest "child genius" reality tv show, you need to break to square one and know basic terms; what does a gifted child really mean?
- Explains that the u.s. department of education defines gifted as children and youth with outstanding talents and accomplishments, in comparison to others of their age.
- Explains that gifted children are more than bright children. they are self-satisfied, but can get incorrigibly self critical.
- Explains that child giftness can be uttered in many aspects, for example, if your child easily grasps new ideas and concepts, then he probably has an advanced intellectual ability.
- Explains that any child is special, whether he's a boy, girl, black, white, or both. check if they fit into any of these categories, and you'll find out they're more special than you imagined.
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In this essay, the author
- Explains the different methods of educating gifted and talented students, including tracking, grade advancement, and cooperative learning.
- Cites anderson, m. l., & talory, h. f. (2003). sociology: the essentials.
- Cites burnett, milbourne, haury, lynch, purcell, devlin, and winebrenner, s.
- Explains the different methods of educating gifted and talented students, including tracking, grade advancement, and cooperative learning.
- Cites anderson, m. l., & talory, h. f. (2003). sociology: the essentials.
- Cites burnett, milbourne, haury, lynch, purcell, devlin, and winebrenner, s.
- Cites lovecky, d. v., mathews, m. and unkown.
2674 wordsRead More - Research Paper On Taylor Swiftexplanatory essayMany qualities and abilities can be defined as gifted, such as academic strengths, musical abilities, and athletic talents. Taylor Swift, for example, may show talent in her musical skills, but show no giftedness in academic abilities; however, giftedness does not have to include all aspects of its definition, so Taylor still classifies as gifted. Like Gardner’s theory of multiple intelligences, an individual may have strengths in one area, such as musical intelligence, or in several areas, for example musical intelligence and spatial intelligence (Gardner et al, 1996). Furthermore, these gifts rarely appear out of nowhere. Proficiency in skills comes from hard work and persistency, and gifted individuals must practice and exercise their abilities in order to become talented (Winner, 2000). I believe giftedness is not unitary, but rather simply a broad description of a talent or great strength in one or several areas. Since so many categories of giftedness exist, I believe that anyone who works hard enough and continues to look can find something in which they could consider themselves gifted. For example, some kids who struggle with most sports may think they struggle at all sports; however, if they were to keep looking and try new activities, they might find the one sport at which they
In this essay, the author
- Opines that taylor swift is gifted, but she must continue to work hard to improve and succeed in the music industry.
- Explains that giftedness is not defined by one characteristic or one specific detail, but many qualities and abilities can be defined, such as academic strengths, musical abilities, and athletic talents.
- Explains that everyone, including gifted individuals, faces stereotype threats at some point in their lifetime. without positive influences to encourage and support them, people will begin to feel self-conscious and perform worse than expected.
- Opines that taylor swift is gifted, but she must continue to work hard to improve and succeed in the music industry.
- Explains that giftedness is not defined by one characteristic or one specific detail, but many qualities and abilities can be defined, such as academic strengths, musical abilities, and athletic talents.
- Explains that everyone, including gifted individuals, faces stereotype threats at some point in their lifetime. without positive influences to encourage and support them, people will begin to feel self-conscious and perform worse than expected.
- Explains that gender studies in intelligence have revealed no direct correlation between the two sexes; however, some results find specific differences in male and female brain function and abilities.
- Explains that children of minorities lack the opportunities to reach their gifted potential due to low support systems in school and low socioeconomic status.
- Defines giftedness as extraordinary talent in a single or multiple areas that an individual excels in.
1613 wordsRead More - Gifted Underachieversanalytical essaySylvia Rimm and Linda Emerick both discuss the reversal of underachieving gifted students. Both articles address the characteristics and/or behavioral patterns of gifted underachievers as well as how the process of underachieving may be reversed.
In this essay, the author
- Analyzes how sylvia rimm and linda emerick discuss the reversal of underachieving gifted students. both articles address the characteristics and/or behavioral patterns of gifted underachievers.
- Explains that being intellectually or creatively gifted does not guarantee educational success or productivity. rimm and emerick agree that there are risks and pressures that may result in underachievement.
- Analyzes how emerick and rimm agree that underachieving gifted students have similar characteristics and/or circumstances that foster their attitudes, but other influences such as out-of-school activities and the role of siblings are not mentioned in both articles.
- Analyzes how sylvia rimm and linda emerick discuss the reversal of underachieving gifted students. both articles address the characteristics and/or behavioral patterns of gifted underachievers.
- Explains that being intellectually or creatively gifted does not guarantee educational success or productivity. rimm and emerick agree that there are risks and pressures that may result in underachievement.
- Analyzes how emerick and rimm agree that underachieving gifted students have similar characteristics and/or circumstances that foster their attitudes, but other influences such as out-of-school activities and the role of siblings are not mentioned in both articles.
- Analyzes how rimm and emerick's research study states that the most important parts of reversing underachievement are the home and the school environment.
- States that the reversal of underachievement is possible, but does not happen in a short amount of time. it is difficult because there are numerous factors, characteristics and circumstances that contribute to the underachieving student.
- Opines that it is important not to ignore underachieving students, but to figure out a plan to help them.
- Opines that emerick's study emphasizes the need for relevancy in the classroom. using students' individual interests in relation to the content helps motivate underachieving students and keep them engaged in school.
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