Topic 5 discussion 1

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Grand Canyon University *

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Psychology

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Jan 9, 2024

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docx

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Uploaded by CorporalFangCoyote35

When differentiating for a gifted child in a first-grade level and content area, it is important to consider their advanced abilities and provide appropriate challenges to keep them engaged and motivated. For a gifted child who has already mastered most of the standards for their grade level, compacting the curriculum can be helpful. This involves assessing the child’s existing knowledge and skills and allowing them to skip or move through content that they have already mastered. Another option is to accelerate the child’s learning. This can involve moving the child ahead to higher grade levels for specific subjects or providing opportunities for enrichment or advanced coursework. Gifted children often benefit from learning experiences that delve deeper into a subject and explore its complexities. Providing opportunities for research, critical thinking, and problem solving can help keep them engaged and challenged. Grouping gifted children with peers’ similar abilities can create a supportive environment for their learning. This can be done through ability grouping within the classroom or providing opportunities for them to work with like -minded peers in specialized programs or schools. Developing individualized learning plans can help ensure that the child’s unique needs are met. Why is it not enough to simply give a gifted child additional work. Giving a gifted child additional work may not be sufficient because it fails to address their specific needs. Gifted children require more than just a faster pace or increased volume of work. They need a differentiated approach that challenges and engages them at their appropriate level. Work without differentiation can lead to boredom, disengagement, or even frustration for a gifted child. It might not offer the depth, complexity, or chances for creativity and critical thinking that these kids need to succeed. By appropriate learning experiences, we can ensure that gifted children continue to be challenged and supported in their educational journey. Reference: Tomlinson, C.A (2014). Differentiation and the Brain: How Neuroscience Supports the Learner- Friendly Classroom. ASCD. VanTassel-Baska, J., Stambaugh, T. (2005). Comprehensive Curriculum for Gifted Learners (3 rd ed.) Maker, C.J., & Nielson, A.B. (1996). Teaching Models in Education of the Gifted (2 nd ed)

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