Gifted Children and Learning

Giftedness = Determined by a score on an IQ test above a chosen cutoff point Educational provision = Quality of support and resources available for a child's education IQ tests = Measures of current achievement based on age-norms Creativity = Not predicted by IQ tests

Home educational provision = Includes verbal interactions with parents, number of books, and activities at home IQ scores over 130 = Linked to better quality of educational backup Learning processes = Not identified by IQ tests Achievement in any area = Requires material, challenging tuition, and encouragement

IQ tests are influenced by = What the child has learned Vocabulary aspect in IQ tests depends on = Having heard those words Children reaching high standards need = Means to learn, material to work with, and focused tuition Excellence does not emerge without = Appropriate help

<p>Metacognition = Includes strategies of planning, monitoring, evaluation, and choice of what to learn Self-regulatory learning strategies = Techniques used more often and effectively by high achievers to deal with unfamiliar tasks Emotional awareness = Part of metacognition involving being aware of feelings around the area to be learned Learning autonomy = Ability to learn independently without excessive teacher support</p> Signup and view all the answers

<p>Overdirecting teachers = Can diminish gifted pupils' learning autonomy Spoon-feeding approach = May lead to high examination results but not necessarily impressive life successes Reflection on learning activities = Helps increase pupils' self-regulation and autonomy Fundamental goal of education = Transfer the control of learning from teachers to pupils</p> Signup and view all the answers

<p>Child-initiated learning = Encourages independence and curiosity in students Ability-peer tutoring = Effective way for bright students to help each other learn New teaching techniques = Aim to improve pupils' learning-to-learn skills Teacher-led instruction = May hinder the development of students' autonomy and self-regulation</p> Signup and view all the answers

<p>Quick thinking and error reduction = Require adjustments in teaching methods to accommodate different thinking styles High examination results = Do not always translate into impressive life successes for students Individualized learning support = Critical for highly competent students to achieve optimal learning outcomes Student reflection on learning activities = Enhances self-regulation and autonomy in highly competent students</p> Signup and view all the answers

<p>Identification of own learning style = Aids in developing metacognitive skills for effective self-regulation Emotional awareness in learning = Helps children recognize feelings related to what they are learning Transfer of learning control to pupils = A fundamental goal aiming for increased student autonomy Use of self-regulatory strategies = More effective for high achievers in dealing with new tasks</p> Signup and view all the answers

<p>Improved learning-to-learn techniques = Critical outcome especially for highly competent students Reduction of teacher dependence = Promotes autonomy and motivation in student discovery Adaptation of teaching methods = Necessary to accommodate various thinking processes of individuals Encouragement of reflection on learning activities = Enhances self-regulation and autonomy in students</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers