Ashford 5 Week 4 Discussion 1 Your Initial Thread
Ashford 5 Week 4 Discussion 1your Initial Discussion Thread Is Du
Describe a child exhibiting behaviors typical of gifted children based on an observation in a classroom setting. Include the child's name, age, and grade level, a brief description of the learning environment, and at least three academic and/or social characteristics observed that suggest giftedness. Support these observations using information from Chapter 7 and at least one outside scholarly source.
Respond to at least two peers, discussing which traditional teaching strategies (accelerated, compacting, enrichment, independent studies) would be most appropriate for the child, justifying your choice with evidence from your peer's post. Also, discuss potential positive outcomes from implementing this strategy.
Paper For Above instruction
In a typical classroom environment, gifted students often demonstrate behaviors that set them apart due to their advanced cognitive abilities, curiosity, and social interactions. For this discussion, I observed a fourth-grade student named Emily, aged 9, in her elementary school classroom. The classroom was designed to foster collaborative learning and exploration, with various resources and flexible seating arrangements that support differentiated instruction.
Emily exhibited several characteristics indicative of giftedness. Firstly, she displayed rapid problem-solving skills during math activities, often completing assignments ahead of peers and seeking more challenging problems. According to the characteristics outlined in Chapter 7 of our textbook, such quick processing and challenge-seeking are typical of gifted learners (Reis & Renzulli, 2010). Secondly, Emily showed a deep curiosity and enthusiasm for reading, frequently choosing advanced texts and making connections between different literary works, which aligns with the social/emotional characteristics of gifted students who tend to have heightened interests and emotional intensity (Colangelo & Davis, 2003). Thirdly, her social interactions revealed a preference for complex discussions and debates, often engaging in conversations about abstract concepts with peers and teachers. This reflects the social-emotional trait of advanced social reasoning, enabling her to understand and articulate nuanced ideas better than most classmates (Van Tassel-Baska, 2014).
Research supports these observations, indicating that gifted children often demonstrate precocious intellectual development, intense curiosity, and complex social-emotional dynamics (Hodge, 2001). Recognizing these behaviors is essential for educators to tailor instruction that challenges and nurtures gifted learners.
References
- Colangelo, N., & Davis, G. A. (2003). Counterfeit innocence: Understanding the social-emotional development of gifted children. Prufrock Press.
- Hodge, S. R. (2001). Giftedness and social-emotional development. Gifted Child Quarterly, 45(3), 152–157.
- Reis, S. M., & Renzulli, J. S. (2010). The schoolwide enrichment model: A how-to guide for fosterin giftedness and talent. Prufrock Press.
- Van Tassel-Baska, J. (2014). Socioemotional needs of gifted learners: Trends and issues. The Journal of Secondary Gifted Education, 26(2), 85–95.