The coaching material “Teaching Talented and Gifted Children” is aimed at developing practical skills in a teacher’s work with gifted children. During coaching, teachers are asked to perform various types of work, starting with a greeting - wishes to the participants of the lesson and the mood for work, dividing into groups - choosing a geometric figure with a characteristic of a personality type, watching a video in order to observe a child who is different from the rest of the children in the group, which allows you to determine the criteria of uniqueness, giftedness, the main work is the analysis of the provided material and the preparation of a poster, group interaction (distribution of roles using a draw), to relieve fatigue, emotional stress, bring class participants closer together and psycho-emotional release, the psychological exercise “Masseur” is carried out. The final stage is the protection of posters, familiarization with the product of the activity, reflection of the lesson.
The topic of the lesson is “How to identify and develop gifted and talented students in a secondary school?”General goals: to deepen knowledge about giftedness, classification of types of giftedness, characteristic features of gifted children;
to form the psychological and pedagogical readiness of the teacher to work with gifted and talented children.
Expected results: learn about various techniques of technology, critical learning, purposeful application of various technologies in the learning process.
Learning outcomes: Understanding the essence of the conditions that need to be created for talented and gifted students. Understand what changes need to be made to assignments that include intellectually stimulating tasks for talented and gifted students.
Identify various skills that can be used by teachers when working with children of different abilities when completing joint tasks.
Key Ideas: The needs of talented and gifted students can be met through the creation of a collaborative environment.
Collaborative group work can be used to critically assess the potential of talented and gifted students.
Tasks of high complexity and intensity can be used to critically assess the potential of talented and gifted students.
Collaborative approach Working in groups
Discuss in pairs approaches that better develop gifted and talented students
Materials and equipment Multimedia equipment, computer, interactive whiteboard, presentation; Whatman paper for groups, markers, glue, stickers (different colors), leaves for completing the assignment, camera, video.
PROGRESS OF THE CLASS
Lesson stages Time
Actions of the coach and actions of the coaching participants
Psychological attitude
The coach suggests taking multi-colored flower stickers and writing down their wishes, what they would like to know, what they would like to receive from interaction in the group during the coaching session.
Having written down their opinion, colleagues attach it to the “Wish Basket”.
Greeting 2 min.
Exercise “Applause”.
The coach claps his hands and says, calling the name: “I welcome...”. The one who was named stands up and claps for the next one. The latter says: “I welcome everyone.” Everyone gives each other a standing ovation, then stands in a circle.
Division into groups
The coach passes rubber bands of different colors around in a circle.
Unite into groups.
Warm up.
(Establishing the emotional mood, getting to know each other)
The coach invites everyone in their groups to form a circle and say hello as follows:
Europeans – shake hands.
Americans - pat on the shoulder with a smile.
Japanese - cross your arms over your chest and bow your head
Africans – rub noses.
Kazakhs – hug and clap each other.
Challenge Watch the video “Gifted Children”.
After viewing, the coach asks a question: “Formulate your task or problem on this topic and write it down as a question.”
Food for thought.
Reflection of colleagues.
Formulating the topic of the lesson 1 min.
- How would you formulate the topic of our lesson? “How to identify and develop children’s giftedness in a secondary school?”
Formulate the topic of the lesson
The module we will look at today is “Gifted and Talented Children”.
Express diagnostics 2 min
SLIDE No. 8 Express diagnostics “Do you understand
in the problem of giftedness education"
Brainstorm
Unfinished sentence 5 min.
Talent is...
- Capable and talented students in their studies...
- It’s easy to be gifted because...
- Students become geniuses if...
The group speaker answers the question.
Reflection 2 min.
From your words, we can formulate a conclusion in the words of Arthur Schopenhauer: “Every child is partly a genius, and every genius is partly a child.”
Work in groups 15 min.
Elements of Human Potential
G. Renzulli (small model)
Group 1 Reception “Tree of Predictions”.
Giftedness, types of giftedness, advantages and disadvantages of various criteria for determining giftedness
Each of the criteria is used to identify gifted students. As a group, discuss the advantages and disadvantages of each criterion and record your thoughts in a table.
Discussion in the group and creation of a “tree” of the key ideas of the task. Topic - tree trunk, branches - arguments, justification for the topic, leaves - forecast.
Group 2 Reception “Fishbone”
1. Problems of working with gifted children
3 group
Formulate the principles of teaching gifted children and what conditions have been created in our school for the development of giftedness
4 group
Exercise. Create a cluster “Characteristics of a gifted child”
5 group
Exercise. Create a model of a teacher working with gifted children
Fizminutka
Protection of posters Protection by groups of posters.
Reflection Method “Two stars, one sentence” regarding the work of another group.
What did you think about while working on a new assignment?
- What conclusions did you come to?
- What is the role in the development of abilities...?
- To develop what skills would you use such tasks?
Describe your activities in class.
Participants exchange opinions on how the lesson went and what else they would like to know.
- What theory of the Cambridge approach to teaching and learning processes was our lesson based on? (hint: constructivist theory)
Understanding the questionnaire 3 min. Participants answer questionnaire questions and at the same time reflect on the topic.
Emotional reflection 5 min.
Express your opinion about the coaching session. After writing down your wishes and emotions on stickers, attach them to our flowers.
Emotional, psychological mood
V.A. Sukhomlinsky:
“There are invisible strings in the soul of every child. If you touch them with a skillful hand, they will sound beautiful.”
The coach ends the session with the words: “Thank you for coaching! Thank you…”, calls the name of the participant. The one who was named stands up and names the next one... Last participant: “Thank you everyone! Goodbye!". Everyone gives a standing ovation.
Date: August 2014
Topic of the coaching session
"Gifted and talented children in additional education organizations"
Module
Teaching talented and gifted students
Presentation, video, markers, Whatman paper
common goal
Updating teachers' ideas about working with gifted and talented children.
Teacher learning outcomes
The teacher will be able to:
Identify gifted and talented students in your class through observations of student behavior during their learning process;
Master strategies for organizing effective work with gifted and talented children;
Find ways to involve parents to identify and support gifted and talented children.
Understand what changes need to be made to assignments that include intellectually stimulating assignments for talented and gifted students
Key ideas relevant to the lesson
The needs of talented and gifted students can be met by creating an inclusive environment.
Collaborative group work can be used to critically assess the potential of talented and gifted students.
Tasks of high complexity and intensity can be used to critically assess the potential of talented and gifted students
Progress of coaching
Stages of the lesson
Time
65 min
Actions of the teacher and actions of the participants
Comments
Org. moment
2 minutes
Greetings to coaching participants.
Division into groups using the “Mosaic” method
Seated in groups according to the current picture
Immersion in the topic
8 min
3 min
Video “What a talent”
What surprised you about the video?
The module we will look at today is “Gifted and Talented Children”.
Questions for discussion:
Why is this problem relevant to us?
Which child can be called gifted? Talented?
What is the root of the word gifted?
Is such a child a gift for you in your work?
Every child is talented and gifted in their own way! And our task, as teachers, is to discern, support, push and help open up our children! What are they like for us? What can I do as a teacher to develop giftedness in children? What will help me uncover such children? What teaching method can I use? Each of the coaching participants asked themselves these questions more than once.!
What do you know about identifying talented and gifted students?
Filling out the “ZHU” table
Fill in the first two columns of the table yourself. Voiced.
Exercise 1
3 min
"Ladder". Arrange the words in ascending order: inclinations, abilities, giftedness, talent, genius and arrange the percentages of such children in our classes
Arrange the signs given to them in ascending order
Task 2 .
7 min
"Brainstorm". Coaching participants answer the following questions:
1) How do you understand the concepts of “Giftedness” and “Talent”?
2) When answering questions, listeners give their criteria for understanding;
Video “Gifted Children”
Group work
Task 3
10 min
watch the video
make a note of the characteristics of a gifted child
write on the “petals” the names of gifted and talented children (your students)
Composing “Chamomile” from petals with the names of gifted children
5 minutes
A presentation is provided for review."Gifted and Talented"
Task 4
10 min
Psychologists identify 6 talent destroyers
1. Inability to value time
Very often we hear: he is talented, but very lazy, so he wastes precious time: days, months, years. However, this expression cannot have anything to do with children; the task of parents, in this situation, is to figure out what lies behind the so-called and create conditions so that the most valuable time for developing abilities is not wasted. Talent should not die in empty pastime: in front of the TV or playing computer games; parents should take care of this.
2. Link to material values
How often do we hear from parents: “In the future, your hobbies will not give you the opportunity to earn a piece of bread, so you shouldn’t waste time on this nonsense.” However, this is a big misconception among adults; a child will never be able to reveal his talent if material values come first. And here the wisdom of the parents must manifest itself in order to give the opportunity to develop the child’s abilities without being tied to material wealth.
3. School and talent are incompatible concepts
The third enemy of talent is . Most of the time at school is devoted to the development of logic and rational thinking, while feelings, without which talent does not exist, remain outside the scope of the school curriculum. In such situations, a recommendation for parents may be to timely identify the child’s talent and transfer him to a specialized school, where his abilities will be developed. These could be specialized art schools, sports boarding schools, and the like.
4. Lack of self-confidence
“I won’t succeed, it’s better not to take it,” this is what most children often think when faced with difficulties along the way. In this situation, the parents’ confidence in the child’s abilities should be transferred to the child himself. This can be achieved by creating conditions in which the child’s abilities will manifest themselves to the maximum; each success should be reinforced with praise and appreciation from adults. This will become the foundation of faith that will help fight self-doubt..
5. “Star sickness”
The downside of uncertainty can be the so-called “star fever”. It arises against the background of constant praise of the child’s merits and leads to the fact that he ceases to be critical of himself. And since talent is ability multiplied by diligence, and a child who is sure that he is already a genius does not feel the need to work on himself, the future of such a genius is very prosaic. Therefore, parents should be extremely careful in their statements so as not to develop “star fever” in their child.
6. Bad habits
This scourge of talent affects adult talents who, once they have tasted fame, become dependent on this drug. And when this unfaithful bird of happiness flies out of an open window, not everyone can cope with disappointment, then the moment of truth comes, and many geniuses seek solace in wine and drugs.
Thus, talent is a delicate matter, and in order for gifted children to turn into brilliant adults, a natural gift must, like a diamond, first be mined among a thousand stones, and then given to an experienced jeweler for cutting, so that he turns it into a fabulous diamond.
Each group discusses the situation given to them and makes recommendations for teachers to work with.
12 min
Poster design"Gifted and talented student."
1) Each group creates a model of a gifted student with characteristics and needs. 2) What can we offer gifted children in additional education organizations?
3) Defending the poster, justifying your point of view
Poster design
Reflection
5 minutes
Filling out the “ZHU” table.
Participants express their opinions using stickers in each column of the table, which was prepared in advance.
End the lesson with the wonderful words of V.A. Sukhomlinsky:
“There are invisible strings in the soul of every child. If you touch them with a skillful hand, they will sound beautiful.”
Fill out the last column and read it out
