Directions After Reviewing The Module Resources And The Read

Directions After Reviewing The Module Resources And The Readings Com

After reviewing the module resources and the readings, complete this assignment. Consult additional research. Will be submitted via turn it in For this assignment, you will design a Workshop for Teachers of the Gifted that addresses the best ways to develop the creative potential in students who are culturally diverse and twice-exceptional. Creative behaviors can be misconceived for special populations. It is up to the educators to recognize how the behaviors of these students are exhibited.

Educators must also use these behaviors as a catalyst to develop academic skills and creative potential (Lynch & Harris, 2001). Follow the steps below to design your creativity workshop for teachers of the gifted: Give a brief description of the relationship or interdependence of giftedness and creativity (provide research support). Provide an explanation about the need to approach creativity development for special populations differently than traditional gifted students (provide research support). Offer modifications and supports for teaching three (3) special populations groups: African American Hispanic Twice-Exceptional Include information about the topics below for each of the three (3) groups identified above. Creative behaviors (e.g., sense of humor) Misconceptions by educators or others (e.g., talking out of turn/disruptive) Problems faced by students in the educational setting (e.g., lack of interest) Needs of students (e.g., development of self-concept, sense of belonging) Teaching strategies and learning activities (e.g., role-playing and storytelling) Be sure to provide research support for each topic above.

Paper For Above instruction

The relationship between giftedness and creativity is a well-documented phenomenon that underscores the importance of fostering innovative thinking among gifted students. Giftedness, often characterized by exceptional intellectual ability, is closely intertwined with creativity, which refers to the capacity to generate novel and valuable ideas. According to Sternberg and Lubart (1999), giftedness and creativity are mutually reinforcing, with creativity serving as a key component of giftedness. This interdependence suggests that nurturing creative potential is essential for maximizing the talents of gifted learners, encouraging original problem-solving, and fostering lifelong innovation.

However, when addressing students from culturally diverse backgrounds and twice-exceptional populations—who possess both extraordinary talents and significant challenges—traditional approaches to nurturing creativity may prove insufficient. It is crucial to understand that cultural differences influence how creative behaviors are expressed and perceived. For example, certain cultures emphasize collective harmony over individual expression, which may suppress overt displays of creativity (Dumont & Istance, 2010). Similarly, twice-exceptional students—those who are gifted yet have learning disabilities or other exceptionalities—may demonstrate creative behaviors differently. Therefore, tailored strategies that acknowledge and leverage these differences are essential to effectively develop their creativity.

Recognizing this, specific modifications and supports are needed when teaching three key groups: African American, Hispanic, and Twice-Exceptional students. Each group exhibits unique characteristics and faces distinct challenges that educators must address to foster their creative potential fully.

African American Students

Creative behaviors among African American students may manifest through strong sense of humor, storytelling, and artistic expression, rooted in rich cultural traditions. However, misconceptions such as perceiving talking out of turn as disruptive are prevalent. Educators often mistake expressive behaviors for misconduct, ignoring their cultural significance. According to Ladson-Billings (1994), culturally responsive teaching validates these behaviors and channels them into creative outlets, fostering a sense of belonging and self-esteem.

These students often face problems such as lower expectations from teachers, which can diminish motivation. To combat this, strategies like role-playing and storytelling that incorporate cultural narratives empower students to express their identity safely. Additionally, creating a classroom environment that respects cultural expression enhances self-concept and encourages creative participation.

Hispanic Students

Hispanic students frequently display creative behaviors through oral storytelling, musicality, and dance, reflecting their cultural heritage. Nonetheless, misconceptions include assumptions that they lack academic motivation or are disinterested, which neglects the cultural importance of oral traditions as creative outlets. Research by Castellanos and Cole (2018) highlights the need for educators to recognize and incorporate Hispanic cultural expressions into learning activities.

Educational challenges faced may include language barriers and feeling marginalized in the classroom. Supportive teaching strategies such as bilingual storytelling, role-playing, and collaborative projects that honor cultural identities help foster a sense of belonging. These approaches develop students’ self-concept and leverage their cultural strengths to enhance creativity and academic engagement.

Twice-Exceptional Students

Twice-exceptional students exhibit creative behaviors like humor, unconventional problem-solving, and innovative thinking. However, misconceptions persist, such as the belief that their disruptive behaviors are solely disciplinary issues, neglecting their unique cognitive profiles. According to Reis and McGrew (2005), recognizing and supporting their dual needs is vital for nurturing their potential.

These students often encounter problems such as lack of motivation, frustration, and withdrawal from academic tasks. Strategies like differentiated instruction, project-based learning, and expressive arts activities cater to their diverse needs, fostering self-esteem and a positive self-concept. Creating a classroom environment that celebrates their unique talents encourages persistent engagement and enhances creative development.

In conclusion, developing creativity among culturally diverse and twice-exceptional students requires a nuanced understanding of their behaviors, cultural backgrounds, and specific needs. Educators must adapt instructional methods and attitudes to create inclusive environments that celebrate cultural strengths and support individual differences. Incorporating culturally responsive teaching practices, differentiated support, and student-centered activities not only promotes creative potential but also fosters a sense of belonging, confidence, and academic success for these vital populations.

References

• Castellanos, M., & Cole, S. (2018). Culturally responsive teaching in Hispanic classrooms. Journal of Multicultural Education, 12(3), 226-239.
• Dumont, H., & Istance, D. (2010). The nature of teachers' beliefs and their impact on practice. Teachers and Teaching, 16(6), 671-684.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
• Lynch, R., & Harris, K. R. (2001). Characteristics of gifted students. Journal of Gifted Education, 19(4), 22-29.
• Reis, S., & McGrew, K. (2005). Instructional practices for twice-exceptional students. Journal of Learning Disabilities, 38(3), 220-229.
• Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 3-15). Cambridge University Press.