Differential Education of Gifted
DOI:
https://doi.org/10.32405/2309-3935-2022-3(86)-6-13Keywords:
differentiation learning, differentiated gifted learning, homogeneous and heterogeneous classes, enrichment and acceleration, cluster, jump through the class, information technologyAbstract
The article is devoted to the analysis of studies related to the organization of learning gifted students. First of all, it is noted that there are important reasons for the organization of differentiated learning of gifted students. At the same time, differentiated learning gifted is characterized by both positive signs and negative ones. First of all, the creation of optimal opportunities for training at the level of requirements that corresponds to the level of abilities of students is positive. Among negatives most often indicate problems of a moral character, which, as a rule, accompany differentiated learning gifted.
In line with the aforementioned article, data are presented that relate to the students' perception of the quality of class activities when they are subjected to ordinary and in-depth requirements. After that, emphasis is placed on the options that are offered in practice to students of primary and high school. Among the techniques of differentiated learning in the regular class is called the use of independent training. It is also proved that academic competitions of students can be used as a tool for differentiating learning in school. Based on the results of the analysis, data are presented on the effect of multilevel learning and the results of the practice of differentiated learning are summarized.
The next block in the article is devoted to the social efciency of accelerating and grouping students according to their abilities. An important place is given to teaching methods in accelerated classes. The development of students, their abilities and social connections in specialized classes for gifted ones is also considered. The data of self-esteem and social status of students who studied in normal and accelerated mode are given.
A lot of place in the article is devoted to the analysis of the practice of teaching gifted in ordinary schools, in particular, the differentiation within the school and class. In connection with the indicated points to the value of the adaptation of general educational practice to the specifcs of gifted. As an example, the teaching of mathematically gifted students in a heterogeneous class is described. The practice of teaching students who are capable of studying natural subjects in a heterogeneous class is similarly described. Typically, these classes use coaching strategies and co-op training. There is now a widespread practice of creating clusters of gifted in a heterogeneous class. In clusters, of course, you can use both the strategy of enrichment and acceleration. No less widespread is the practice of jumping gifted students through the class.
The main place in the article is dedicated to the use of information technology in the teaching of gifted.
The article ends with the consideration of the participation of gifted students in extracurricular activities. The results of engaging in gifted and regular students are compared.
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