Thedevelopmentofprogrammeofidentification...
Transcript of Thedevelopmentofprogrammeofidentification...
GiftedandTalentedPreschoolerObservationandidentificationofgiftedandtalented
preschoolchildrenMag.MaruškaŽeljeznovSeničar
The development of programme of identification, new teaching methodsand a chain oriented approach to prevent underachievement of giftedand talented
GiftedandTalentedPreschoolerIdentificationofgiftedandtalentedpreschoolchildren
Focus:StrategicpartnershipWewilldevelopthemethodologyforidentificationofgiftedandtalentedtopreventunderachievementyoungchildren(3years)BookofpracticalstrategiesandmethodologyTargetgroupintheproject:childreninkindergarten
HolisticViewofChildDevelopment
Developmentisholistic;itconsistsofinter-dependentdimensions.
Thismeansthatthechild’sdevelopmentcannotbefragmentedintohealth,nutrition,education,social,emotionalandspiritualvariables.Allareinterconnectedinachild’slifeandaredevelopingsimultaneously.Progressinoneareaaffectsprogressinothers.Whensomethinggoeswronginanyoneofthoseareas,ithasanimpactonalltheotherareas.
Sketch
TeachersviewofgiftednessandtalentConceptsandDefinitions RespondentQuotes
Multi-category Childrencanbegiftedindifferentaspects/wayse.g.mathematically,linguistically,musically,socially,soitishardtoputapercentageonit.
Holistic Amultipleintelligencesapproachmakesformoreholisticviewofgiftednessthereforeaholisticassessmentsiscritical,bothinEC[earlychildhood]andinprimaryeducation.
Comparative Giftednesschildrenarethosewhodemonstrateabilitiesabovethoseoftheirpeergroup.Theycouldalsobethosewhodemonstratethepotentialtoachieveabovetheirpeers.
Intellectual Achildwhohasanintellectualgraspofideasorconceptsandwhocanoutitintoactionorextendthetheoriesbeyondregurgitationoffacts.
Egalitarian Ibelievethatgiventherightenvironmenteverychildhasthepotentialtobegifted.
NotLabelling Iamwaryoflabellingandaimtofosterthestrengthsofall.
Qualitative Giftedchildrenarethosewholearnfaster,seethingsindifferentwaysfromtheiragepeers,exhibitcuriosityandunderstandingwhichis‘morethan’others,feelemotionsintensely,don’tfiteasily–manyofthesecharacteristicsinonechildindicategiftednesstome.
Source:Margrain,V.,&Farquhar,S.(2012).Theeducationofgiftedchildrenintheearlyyears:Afirstsurveyofviews,teachingpractices,resourcingandadministrationissues.APEX:TheNewZealandJournalofGiftedEducation,17(1).Retrievedfromwww.giftedchildren.org.nz/apex
Workshop2and3
Learningprocess/informationintegration
1Input2Processing3Memory4Output
Howtolookat“identification”ofabilityandpotential?Domain
Cognitive(thinking)skills
Academicgiftedness
Learningstyle
Creativethinkingstyle
Auditory-sequentialstyle
Visual-holisticstyle
Speechandlanguageskills
Motorabilities
Artisticexpression
Musicalskills
Socialskills
Emotionalandbehaviouralcharacteristics
Howtolookat“identification”ofabilityandpotential?Porter,L.(2005).Giftedyoungchildren(2ndedn),AllenandUnwin,Sydney
Domain
Cognitive(thinking)skills •earlyachievementofdevelopmentalmilestones(atleastone-thirdsooner)•quicklearning•keenobservationoftheenvironment•activeinelicitingstimulationfromtheenvironment•quickandaccuraterecall•recallofskillsandinformationintroducedsometimeago•deeperknowledgethanotherchildren•understandingofabstractconcepts(e.g.deathortime)
Academicgiftedness •read,writeorusenumbersinadvancedways•showadvancedpreferencesforbooksandfilms
Learningstyle •responsivitytonovelstimuli•speedandefficiencyofinformationprocessing•opennesstonewideasandexperiences•motivationandcuriosityinasearchforunderstandings•wide-ranginginterests•anintensefocusonortheabilitytoimmersethemselvesinanareaofinterest,inordertoachieveadepthofunderstanding•longerthanusualconcentrationspanonchallengingtopicsofinterest(butmay‘flit’fromoneactivitytoanotherifactivitiesarenotchallengingenough)•earlyuseofmetacognitiveskillstomanagetheirownthinkingprocesses•internallocusofcontrol•independenceatchallenging,non-routinetasks•willingnesstotakerisks•toleranceofambiguity
Creativethinkingstyle •imagination•creativeproblemsolving•useofintuition(thatis,allowingsomeoftheirthinkingtooccuratapreconsciouslevel)•fluency,whichreflectsanabilitytoemployarangeorquantityofideas•flexibility,whichrefersbothtothequalityofideasbroughttobearontheproblemandtoskillatadaptingtheirlearningstyletothetaskdemandsandgoals•beingnonconformingandrejectinglimits
Auditory-sequentialstyle •learnsequentially:oneideaatatime•areanalytical:areabletobreakproblemsdownintotheirparts•attendwelltodetails•learnwellfromverbalinstructions•areabletocarryoutinstructionstodoseveralthingsinsuccession•thinklogically•havegoodplanningskills•areorganised•arelessimpulsivethanagemates•haveaclearunderstandingofcause-and-effect•userehearsaltoremember•onceinschool,earnreasonablyevengradesacrossallsubjectareas
Visual-holisticstyle •learnconceptsallatonce(holistically)•synthesisideas:thatis,putthemtogether•seethebigpictureand,correspondingly,maymissdetails•learnintuitively•havewhatcanonlybetermed‘quirky’organisational systems•learninstantlyandsodonotbenefitfromrehearsalorrepetition•onceinschool,obtainunevengradesacrosssubjectareas
Speechandlanguageskills •earlycomprehension•advancedspeech,intermsofvocabulary,grammarandcleararticulation•useofmetaphorsandanalogies•abilitytomakeupsongsorstoriesspontaneously•abilitytomodifylanguageforlessmaturechildren•useoflanguageforarealexchangeofideasandinformationatanearlyage•asophisticatedsenseofhumour
Motorabilities •earlymotordevelopment,particularlyinskillsthatareundercognitivecontrolsuchasbalance•abilitytolocatethemselveswithintheenvironment•earlyawarenessofleftandright•facilityatputtingtogethernewordifficultpuzzles•abilitytotakeapartandreassembleobjectswithunusualskill•abilitytomakeinterestingshapesorpatternswithobjects•advanceddrawingorhandwriting•highlevelsofphysicalenergy
Artisticexpression •superiorvisualmemory•engagingwithanimaginaryplaymateinelaborateconversationsandgames•assigningelaboratecharacterstodollsorteddies•creatingandperforminginplays•enjoymentofdrama,roleplaying•advancedskillatdrawing,paintingorotherartisticmodalities
Musicalskills •areenthralledbymusicalsounds•haveadeepappreciationandunderstandingofmusic(withorwithoutmusicalperformance)•aresensitivetomusicalstructure– tonality,key,harmonyandrhythm•appreciatetheexpressivepropertiesofmusic– timbre,loudness,articulationandphrasing•haveastrongmusicalmemorythatpermitsthemtorecallmusicandplayitbacklatereitherbysingingorthroughaninstrument
Socialskills •highlydevelopedempathyforothers•lessegocentricity:theycandeducethecauseofothers’emotions•advancedplayinterests•earlyabilitytoplaygameswithrules•earlyabilitytoformclosefriendships•seekoutolderchildrenoradultsforcompanionship•withdrawtosolitaryplayifintellectualpeersarenotavailable•areoftensoughtoutbyotherchildrenfortheirplayideasandsenseoffairness•leadershipskills•earlydevelopmentofmoralreasoningandjudgment•earlyinterestinsocialissuesinvolvinginjustices
Emotionalandbehaviouralcharacteristics
•emotionalsensitivity,intensityandresponsiveness•forsome,earlyspiritualawareness•earlydevelopmentoffears•earlydevelopmentofself-conceptandawarenessofbeingdifferent•self-confidenceintheirstrongdomains•perfectionism,inthesenseofhavinghighstandards•over-sensitivitytocriticism•frustration,whichcanleadtoemotionalorbehavioural outbursts•acceptanceofresponsibilityusuallygivenonlytoolderchildren•non-conformity
Fromability/potentialtoexcellence
Source:Subotnik,R.F.,Olszewski-Kubilius,P.,&Worrell,F.C.(2011).Rethinkinggiftednessandgiftededucation:Aproposeddirectionforwardbasedonpsychologicalscience.PsychologicalScienceinthePublicInterest,12,3-54.Shouldeminencebasedonoutstandinginnovationbethegoalofgiftededucationandtalentdevelopment?ImplicationsforpolicyandresearchRenaF.Subotnik�,RochelleRickoffAmericanPsychologicalAssociation,750FirstStreetNE,WashingtonDC20002-4242,202-312-6473,UnitedStates
Identifyingunderachievers
DefinitionUnderachievement
ADISCREPANCYbetweenPOTENTIAL(whatachildoughttobeabletodo)andACTUALPERFORMANCE(whatachildisreallydemonstrating)
• Richert 1991
Functionsofhumanbehavior
1toget2toavoid3toescape
Richert,E.S.(1991).Patternsofunderachievementamonggiftedstudents.InM.Bireley,&J.Genshaft,(Eds.),Understandingthegiftedadolescent:Educational,developmental,andmulticulturalissues (139-162.NewYork:TeachersCollegePress.
Profilesofunderachievers
Toget Toavoid Toescape
TheUnderachievingCoaster
Childwhodoesenoughtogetbywithoutworkingtoohardorconsistently.Avoidresponsibilityandavoid confrontationatallcosts.
TheAnxiousUnderachiever
Childwhofearsfailureandneverthinkshis/herworkisgoodenough.Childmaylooklike worrier.
TheIdentity-searchingUnderachiever
Childwhostrugglewiththemselves tofigureoutwhotheyare,wheretheyaregoingandwhethertheeffortwillbeworthit.Theylooktheyarelazyinfacttheyaredrainedbytheenergyittakestosearchfortheypurpose.
ProfilesofunderachieversTheDefiantUnderachiever
Childturnseverythingintoapowerstruggle.Theylosetheirtempersandarguewithauthority.Freedom andindependence.
TheWheeler-dealerUnderachiever
Childisimpulsive,charming,andactionoriented.Theylie,cheat,steal,damageproperty.Satisfy needs.
Specific learningproblems
DysleksiaDiscalculiaDispraxia
Neurological disorders ADHDAutismAsperger sindrom
Methodsandtechniquesof“identification”
1NominationofkindergartenteacherObservationthedevelopmentofchildren
2NominationofparentsObservationthedevelopmentofchildren
3Testing(?)
Techniques Activities
Teachers asTesters Basedonactivitiesinwhich childrentypicallyengage
Played- BasedObservation Nonstructured playStructuredTransdisciplinary
•Providesanopportunitytoassessbehaviorofachildwhocannotorwillnotperforminformaltestingsituation.•Morecanbeseeninobservingchildrenatplaythaninaskingthemtoperform.•Allthedevelopmentdomainsofachildcanbewitnessedatthesametime.
ChildInterviews Questioning (short) BookInterview ProtocolDescribing:What’shappeningonthispage?Predicting:Whatdoyouthinkwillhappennext?Problemsolving:Howelsecouldthecharactersolvetheproblem?Empathizing:Howdoesthecharactersfeelaboutwhat’shappening?Creating:Whatwouldyoudoifyouwerethecharacter?Recalling:Doyourememberwhattheharacterdidfirst?
Techniques Activities
VisualDocumentation Photos,videos
DocumentPanels Photographsofchildrenalongwiththeirproducts(e.g.,painting,writing,andsciencecollections)aredisplayedonaboardorapanelonthewalloftheclassroom.
•Objectivity:Youmustobserveeachchildwithoutjudging.•Confidentiality:Youmustkeeptheinformationyouobtaintoyourself.•Recordingdetails:Youshouldlookforandrecordeventhesmallestdetails.•Usingdirectquotes:Youshouldlistencloselyandrecordwhateachchildsays.•Usingmoodcues:Youshoulddescribetheemotionalmoodofthechild.
Methods
AnekdotalRecords • Describewhathappenedinafactual,objectivemanner;• Tellinghowithappened;• Whenandwhereithappened;• Whatwassaidanddone.
+1.Theobserverneedsnospecialtrainingtorecord.2.Theobservationisopenended.Therecorderwritesanythingandeverythingheorshewitnessesandisnotrestrictedtoonekindofbehaviororrecording.3.Theobservercancatchanunexpectedincidentnomatterwhenitoccurs,foritisusuallyrecordedatalatertime.4.Theobservercanlookforandrecordthesignificantbehaviorandignoretherest.-1Itdoesnotgiveacompletepicturebecauseitrecordsonlyincidentsofinteresttotheobserver.2.Itdependstoomuchonthememoryoftheobserverbecauseitisrecordedaftertheevent.3.Incidentsmaybetakenoutofcontextandthusbeinterpretedincorrectlyorusedinabiasedmanner.4.Itisdifficulttocodeoranalyzenarrativerecords;thus,themethodmaynotproveusefulinascientificstudy.
RunningRecords • Facialexpressions•Interactionswithmaterials•Interactionswithpeople•Bodymovements•Bodylangauge•Spokenlanguage•Attentionspan
Recordisbeneficial becauseitallowsustorecordminutedetails,butitisnotconsideredpracticalwhentryingtocollectagreatdealofinformationaboutachild.Todiscovercauses andeffectsof behavior;forcaseconferences;toplan forindividuals
ObserverErrors InsufficientEvidence Wasanythingoverlookedoromitted?
OmittingorAddingFacts
OmittingsomeofthefactsRecordingthingsthat didnothappenRecordingthingsoutoforder
•Recordonlythefacts.•Recordeverydetailwithoutomittinganything.•Donotinterpretasyouobserveandrecord.•Usewordsthatdescribebutdonotjudgeorinterpret.•Recordthefactsintheorderthattheyoccur.
LearningCenterLogs Asmallspiralnotebookonthetopoftheroomdividerforeachlearningcenter
Teachercanpiecetogetherarecordformorethanonechild’sentiredayofactivitiesasseenbyseveraldifferentobservers.
EventSampling Abriefnarrativeof conditionsprecedingand followingspecifiedbehavior,recordedwhilebehaviorisoccurring
+Itkeepstheeventorbehaviorintact,makinganalysiseasier.2.Itismoreobjectivethansomemethodsbecausethebehaviorhasbeendefinedaheadoftime.3.Itisespeciallyhelpfulinexamininginfrequentorrarelyoccurringbehaviors.-Ittakestheeventoutofcontextandthusmayminimizeotherphenomenathatareimportanttotheinterpretation.2.Itisaclosedmethodthatlooksonlyforspecifiedbehaviorandignoresotherimportantbehavior.3.Itmissestherichnessofdetailthatanecdotes,specimenrecords,orrunningrecordsprovide.
RatingScales Ascaleoftraitsorbehaviorswithcheckmarks,recorded before,during,andafter behavioroccurs.
Checklists Alistofbehaviorswithcheckmarks,recordedbefore,during,andafterbehavioroccurs
+Efficientforobservingmorethanonechildatatimeformanybehaviors;usefulforanindividualduringaperiodoftime;agoodsurveyorinventorytool;usefulforseveralobserversatonce;nospecialtrainingneeded-Closed;limitedtospecifiedbehaviors;noinformationonqualityofbehavior
TimeSamplingobservations
Recordsthefrequencyofabehavior’soccurrenceovertime.
Rubrics Setofguidelinesthatevaluateperformance.HolisticRubricAnalyticRubricDevelopmentalRubric
AttentionSpan1—Rarelyfinishestask,movesrapidlyfromonetasktoanother2—Usuallyneedsencouragementtostaywithtaskuntilcomplete3—Canusuallyremainwithtaskappropriatetoageleveluntilitisfinished4—Canstaywithachosenactivityforverylongperiods,evenreturningnextday1—Getsupandleaves beforestartingtask;2—Startsataskbutleavesbeforefinished;3—Stayswithtaskforawhilebeforeleaving;4—Stayswithtaskalmosttotheendbeforeleaving.
Focusingquestions
• Whataredifferencesbetweenwatchingandobservation?• Whatischildobservation?• Whydoweobservechildren?• Whatcanweseeorcannot?• Whatcanlearnfromobservingchildren?• Howcanweimproveteachingpracticesthroughobservingthem?
Identificationprocess
1Decision(why,what,who,when,how,purpose,vision)2Choosingthemethod/sandthetopicoftheevaluation(quantitative,qualitative)3Collectthedata/material(questionaires,videos,photos,checklist…)4Interpretationofdataandmaterial5Preparetheplanforchildren(goals(processorgoaloriented),activities,resources),parents6Evaluation
Spontaneousgame– childrengame(Flow– Optimalexperience)Challengewhichcanbeaccomplished.Concentrationistotal…GoalsareclearFeedbackisimmediateWegaincompletefocusSenseofcontrolNoroomforpreoccupationwiththeselfWearefreefromtyrannyoftime
Lowskills,highchallenges=anxietyLowchallenges,highskills=boredomHighchallenges,highskills=FLOWMihalyCsikszentmihalyi,"Flow:ThePsychologyofOptimalExperience",NewYork:Harper&Row,1990.
Strategies– giftedchild
Emotional– socialstrategies- Attachment/Relationship- Relaxingtechniques- Turtletechnique
Strategies– giftedchild
Cognitive– academicgiftedness- Questions(newBloomtaxonomy)
Strategies– giftedchild
Creativelearningstyle
OTHERUSENewoptions?Modified?Whatotherideas?CHANGETurnaround?Changemeaning,color,motion,sound,names,forms...?Otherchanges?INCREASEWhattoadd?Morewhat?Greaterfrequency?Harder?Higher?Longer?Additionalcontent?Doubling?Multiplying?Exaggeration?Smaller?Morecompact?Minimized?Lowered?Short?Reduceweight?Drain- eliminated?Divide?REPLACE.whatinstead?Otheringredients?Anothermaterial?Anotherprocess?Adifferentapproach?Anothertoneorvoice?TRANSFORMReplacecomponents?Differentappearance?Adifferentsequence?Replacingthecauseoftheresult?RETURNtoreplacethenegativewiththepositive,orviceversa?Whataboutconflicts?Replacethestartingpoint?Tochangetheapplication?Seetheotherside?Whatabouttaste,composition,aroma,assortment...?COMBININGCombining units?Combiningpurposesorideas?