In this article we will discuss about how to teach gifted children. Learn about:- 1. Approaches of Teaching for Gifted Children 2. General Method and Techniques for Gifted Teaching Children.
Approaches of Teaching for Gifted Children:
Four main approaches which may be used for gifted children:
1. Acceleration Approach:
It is an old approach for gifted education.
The term ‘acceleration’ refers to the school process of educational programmes-early entrance into school, skipping entire grades, doing more work per year (perhaps 3 year’s work in two years or doing advanced work for advanced standing).
Ability Grouping has two types of classes:
(i) Special classes, and
(ii) Special tales coping grades schools.
Acceleration is defined as progress through an educational programme at a faster rate of an age younger than convention indices.
a. It is not possible to find out separate time for these students.
b. This is costly affair
c. Causes wrong Psychology or impressions on others, or feel jealous
e. Intellectual aristocracy.
Therefore, it is not psychological method, but open education system can be introduced for levels to meet the demands of gifted children.
2. Enrichment Approach:
The enrichment of curriculum must be both qualitative and quantitative. Qualitative enrichment of curriculum means that gifted children should have greater opportunity than average children. Quality refers the depth while quantity enrichment means breadth of the content or work.
(i) The programme for gifted child should represent an extension of general educational objectives.
(ii) The educational programmes generate a stimulating learning environment both in school and outside the school.
(iii) The programme should place a special emphasis on creative ability, insight and social responsibilities.
(iv) The educational programme should promote basic fundamental skills knowledge, appreciation and creativity etc.
The Curriculum for Gifted Children:
“Gifted children need less drill to master them on fundamental processes. Notice, at what points they merely marking time, what lessons finished early. Arid at what time he opens library book or show signs of restless or boredom. On this basis find time for enrichment. Give special attention and stimulate in ordinary class and give some high or difficult home task. Reorganize the curriculum with pupil-teacher planning as ambitious and rich, which can sustain interest in school work and stimulate their mental capacities”.
3. Special Teaching Methods:
The following methods of teaching are used of gifted children:
i. Individual enrichment—Arrange enrichment activity which the gifted student can carry out by himself at his desk.
ii. Group oriented method—Development enrichment spontaneously out of the units and committee work of the whole class.
iii. Variety of teaching methods can be used. Give reference material, thoughtful questions and home assignment of higher difficulty, which are appropriate for gifted students should be used.
iv. Establishing the higher goals for gifted pupil.
v. Stimulating individual research.
vi. Assigning the project to use potential of the child e.g. home projects in agriculture-which provide more rich experience.
vii. Special project for gifted students.
viii. Establishing objectives and selecting appropriate techniques.
ix. To provide the awareness to the gifted students about the plans and programmes and their potentialities.
x. Flexibility in teaching units.
4. Special Group Approach:
Under this approach is has been suggested that there should be special schools for gifted students. There should be separate provision in the schools by forming groups of gifted students.
The groups may be formed on the following units:
i. There should be special group in general classes in primary or elementary school.
ii. There should be separate provision related to the subjects—English language, mathematics, science and social studies at junior and secondary schools.
iii. There should be provision for special curriculum at higher secondary schools.
iv. There should be honours courses at college and university level. Separate plan and procedure for special group.
Make realistic appraisal of each one’s capacity then use this appraisal for homogenous grouping. This will narrow down the range of ability and achievement in each group as compared to the class as a whole.
(a) Group leader-assign every student one problem, provide occasions for independent reading, reference work, Interviews in community etc., gifted students can be appointed as a leader of the group. So that he has time to exercise leadership ability and imagination. In this way they can gain experience in organizing individuals to work together in dealing with human relations problems and in accepting responsibility for group action.
(b) Make regular conferences with gifted students-for their working and help them plan their work-difficulties and evaluation.
(c) Arrange to broader the gifted group’s activity into a total class project by the use of round table discussions, displays, field trips and assemblies. With some modification these activities become a learning activity for the entire class, and they also become interested in pursuing similar activities themselves.
(d) These large, flexible units lend themselves to varied teaching techniques-individualized instruction, work in small groups and total class groups.
(e) Project method may be used for special group. Some challenging tasks may be assigned to such group.
(f) Reflective level teaching or problem solving technique should be employed for gifted group.
(g) The teacher should acquire the knowledge of psychology of gifted children has special training for teaching and dealing gifted group students. He should be democratic, flexible in his behaviour.
General Method and Techniques for Gifted Teaching Children:
Some important devices have been summarized as follows:
1. The positive reinforcement or praise and encouragement devices are effective but challenge and criticism devices are much more effective to reinforce their behaviour. For example “We do not expect such behaviour student like you”.
2. The repetition in teaching is boring to them. They do not take interest in the unnecessary interpretation and repetition of content in classroom teaching.
3. They prefer concept formation, generalization and completing the gaps. Teacher should not explain each and every aspect of the content; he should leave some gaps to be filled by them.
4. Teacher should probe into the depth of the content to develop some insight into it.
5. There should be the provision and facilities of library, reading, laboratories and field work.
6. In classroom teaching difficult questions are put for providing challenge them.