Coaching "Talented and Gifted". Coaching «Talented and gifted children and working with them Coaching talented and gifted students
Almaty Turksib district KSU secondary school No. 49
Coaching for teachers
Mathematics teacher M.V. Stark/first advanced level/
| Lesson Coaching for teachers Lesson date 08/24/15. |
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| Lesson topic: | Talented and gifted children. Study the module to open up new opportunities for working with T&E students. |
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| Promoting the development of students' T&E skills |
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| Updating teachers’ ideas about working with gifted and talented children; To familiarize students with the types of giftedness; Consider the psychological foundations of teacher interaction with talented and gifted students; |
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| Expected learning outcome: | The teacher must: Be able to identify gifted and talented students in your class by observing student behavior during their learning process; Understand the essence of the conditions that need to be created for talented and gifted students during training; Be able to create educational tasks using Bloom's taxonomy (analysis, synthesis, evaluation for the development of high-level thinking. |
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| Methodical manual for teachers-2012, handouts, presentation, video clips. |
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| Progress of the lesson |
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| Warm-up: | Exercise “getting to know each other, wishing each other” - 3 minutes |
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| into groups: | Formation of groups using stickers depicting leaves, butterflies, apples (Who likes what?) - 2 minutes Repetition of the rules for working in a group (the rules are posted in a visible place). |
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| Progress of the lesson: |
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| Immersion in the topic | Video - video "Gifted Children". Task 1 Coaching participants receive handout to study: First group studies his text. The participants make up the cluster “Image of a talented and gifted child. Characteristics of learning, thinking, motivation to learn.” Second group studies his text. The participants make up the cluster “Image of a talented and gifted child. Characteristics of public leadership and independence.” Third group studies his text. The participants make up the cluster “Image of a talented and gifted child. Types of giftedness." When speaking when defending a cluster, students present their criteria for understanding. Based on the results, the answers to the following questions are summarized: Which children can be called gifted? Which students at our school would you classify as talented? | ||
| Group | Task 2. View the presentation www.prezentacii.com “Gifted child. Who is he? After viewing the slides and defining a gifted child, formulate a definition for each type of giftedness. 1st group – define artistic and musical talent; 2nd group – define social and psychomotor giftedness; Group 3 – define intellectual and academic giftedness. Create an image of a student showing abilities in a certain area during the lesson (using the example of a student from a real class at our school) | ||
| Individual work | Task 3 "Definition psychological foundations interaction between teachers and capable and gifted students" Read the description of the teaching situation and evaluate the organization of the learning process reflected in the situation. Situation “Red horses on blue grass”/Appendix 1. Discussion of the situation: 1. Comment on the teacher’s activities in accordance with the topic of the lesson. 2. Create an image of a student. 3. Offer your option for getting out of the current situation. The results of the work are heard and the results are summed up. | ||
| Create assignments that exceed basic level thinking skills (according to Bloom's taxonomy) and including activities that require high-level thinking skills - analysis, synthesis | |||
| Reflection: | Video – clip “The most gifted people on earth” / very positive/ Reflection sheet/Appendix 4/: Did the work benefit you personally or others? Fill out the leaves with stickers “+”, “-” | ||
| Presentation, markers, posters, stickers Printed handout from the Teacher's Guide, online. |
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Appendix 1
Read the description of the teaching situation and evaluate the organization of the learning process reflected in the situation.
Situation "Red horses on blue grass."
The grandson came home from school sad and thoughtful. “What happened?” I ask. He shrugged his shoulders. “Did you really get a bad grade?” He sighs, without looking at me, and says: “Grandfather, and grandfather.” What kind of horses are there? Well, what color? - What do horses have to do with it? - Well, what kind? - Bay, that means color... - What is color? - This is the color of the coat. The bay horse is reddish-brown. There is also a dun horse - light yellow in color. - Tell me, grandfather, are there red horses? The grass is blue. I saw it myself. In the village. White smoke was still floating above her. - Do you want to say - fog? - Let it be fog. You see, under such smoke the grass turns blue. So I painted red, red horses and blue, blue grass on which they grazed. And she...she... -Who is “she”? -Teacher. He says it doesn't happen like that. He says horses are red, gray, black. And the grass is green. But I saw, you know, I saw... I didn’t know how to react, because the teacher said, and her word should be authoritative. - Okay, okay... We’ll figure it out. And I couldn’t get it out of my head: “Red horses... red horses.” Like Petrov-Vodkin’s “Bathing the Red Horse.” Of course, the second-grader grandson doesn’t know this artist yet. But he saw his own and drew it as best he could, as he felt. And it’s good that the world is so colorful for him that the boy has his own perception of life. After all, this, in my opinion, is clear to everyone. But I still decided to go to school. No, not because of the deuce. Someday you should meet your grandson’s teacher and talk to her. In short, I went to school. Just started big change. I looked into the class. There were no students. Two young women, undoubtedly teachers, were trying on a sweater. They didn't pay attention to me. I coughed politely. No reaction. He went out and closed the door. Walked around a bit. He looked into the classroom again. “Who do you want, man?” – one of the women asked with annoyance and challenge. I introduced myself, said that I needed a teacher for Andreika’s grandson. “It’s me,” the teacher said without blinking and began frequently: “The boy is okay, capable, doing well.” True, there are a lot of flies in my head. -What? What flies? – I didn’t understand. “Ordinary ones,” the teacher said, taking off the sweater. “For example, I drew red horses for some reason.” Are there such things? Or blue grass!.. Some kind of nonsense. After all, the grass is always green. I gave him a deuce. -But, excuse me... Remember, “Bathing the Red Horse” by Petrov-Vodkin... -I don’t remember anything. Probably some kind of avant-garde artist... There are so many of them now! - But this is a great master. Besides, he died a long time ago. -Moreover, copying is not allowed. You need it yourself, as it is in life. The conversation became meaningless. The second teacher left long ago. Students began to look into the classroom. The bell rang. -Okay. So, the sun is yellow, the snow is white, the sky is blue... - How could it be otherwise? – The teacher looked at me with wide eyes and bewilderment. - How?.. I didn’t answer. Said goodbye. I felt sorry for her. But I feel more sorry for the second-graders she taught.
Appendix 2
Literature used:
Advanced training course program teaching staff Republic of Kazakhstan JSC "Nazarbayev Intellectual Schools", 2012
2. Guide for teachers, pp. 197-205, Nazarbayev Intellectual Schools JSC, 2012
3. URL: www.prezentacii.com “Gifted child. Who is he?
Appendix 3
Videos: “Gifted Children”, “The Most Gifted People on Earth”.
Appendix 4
Reflection sheet
1. Was the work beneficial to you personally or others? Which?
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2. What was the main discovery for you?
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3. What did you like most?
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4. What does a coach need to consider for the future?
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5. What topic do you propose to conduct the next coaching on?
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The topic of the lesson is “How to identify and develop gifted and talented students in 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), leaflets for completing the task, 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 the 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.
Group discussion and creation of a “tree” from key ideas assignments. 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 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, names the next one... Last participant: “Thank you everyone! Goodbye!". Everyone gives a standing ovation.
| Coaching | ||
| Education of talented and gifted children | ||
| -Ability to organize work with gifted children for their successful development- be able to identify a student’s giftedness and distinguish giftedness from talent; | ||
Saving high self-esteem a gifted child, directly related to the development of curiosity and, in general, to the development of personality; - be able to identify truly naturally gifted children among students who show high achievements (sometimes thanks to forced “coaching” from parents, tutors, and teachers). |
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- Disciplined.
- Uneven achiever.
- Organized.
- Out of step with the general tempo.
- Erudite.
- Strange in behavior, incomprehensible.
- Able to support a common cause.
- Jumping out in class with ridiculous remarks.
- Consistently successful.
- Busy exclusively with his own affairs.
- Fast, “on the fly” grasping.
- Unable to communicate, conflict-ridden.
- Easy to communicate with, pleasant to talk to.
- Sometimes slow-witted, sometimes unable to understand the obvious.
- Expresses his thoughts clearly and understandably for everyone.
- Not always willing to obey the majority or the official leader.
(Ks) = (B:U) * 100%, where B – score obtained for each ability scale separately;
Task 4. “Gingerbread” of learning disabilities Portrait of a gifted childand problems of a gifted child. (G group work)
Task 5. Subgroups are asked to solve problems by giftedness. 2. Can children from disadvantaged families be gifted? deviant behavior? (justify your answer) Task 6. Presentation. " Tips for teacher development creativity in gifted children."
Task 7. Reflection. Csikszentmihalyi Table + California sandwichThe outstanding Czech teacher J. Korczak defined 4type educational environments , based on 2 parameters: freedom and activity.
- Dogmatic. Low levels of freedom and activity. It does not welcome initiative, everything is clearly regulated, strict discipline, focused on global values. (school)
- Serene. Low activity, but a lot of freedom. The subject of special concern is the health and well-being of children. This environment is not focused on any achievements. (kindergarten)
- Career. Activity is encouraged, but within clear limits. In this environment there is competition and the winners are celebrated. It is socially oriented, there is a lot of tension and struggle. (school)
- Creative. Lots of activity and freedom. The spirit of innovation reigns, everything new is encouraged. Society is wary of such manifestations, but it is thanks to them that it exists. (school of the future)
2. Weinzweig P. Ten Commandments creative personality. – M., 1990. 4. Dyachenko O.M., Verax NOT. What doesn't happen in the world? – M., 1997.
Coaching session
No. Topic of classes: “Talented and gifted children and working with them”
1 General goals The teacher must be able to identify talented and gifted children using various criteria, and possess strategies for organizing effective work with gifted and talented students. be able to create the favorable learning conditions necessary for talented and gifted children. Understand the essence of the conditions that are necessary when teaching talented and gifted students.
2 Expected Outcome Teachers will consider research findings on talented and gifted students and reflect on the definition of talented and gifted students.
3 Materials and equipment Flipcharts, markers, stickers, handouts.
Progress of classes
Stages of classes Time Actions of the teacher and actions of the coaching participants Organizational moment
Creating a collaborative environment 5 min Greeting division into groups strategy “Candy”
Creating a psychological mood for coaching participants.
Talents are difficult to recognize, not everyone can believe in them. Talents must be nurtured, they must be developed, they must be believed in. Anyone who is understanding can recognize a simple truth: Talents can be nurtured by a Teacher if he himself is talented
Statement of the problem 10 min How do you understand the concept of “giftedness” -
“Talent” What are the similarities and what are the differences? (cluster drawing Venn diagram)
Conclusion – Which children can be called gifted? Which ones are talented?
Lecture 7 min Follow talent, if you have it, it’s not enough - you need to learn to lead it along the paths of perfection
Boris Andreev
How can you disagree with the words of B. Andreev, in fact: it is not enough to have talent, to follow it, you need to constantly improve it.
What does the concept of “talent” mean? Talent is certain abilities that are revealed with the acquisition of skill and experience. The word comes from the measure of weight “talent”. In the New Testament there is a parable about three slaves who were given a coin called “talent” by their master. One buried his talent in the ground, the second exchanged it, and the third multiplied it. Hence the three expressions: buried, exchanged and multiplied (developed) his talent. From the Bible, the word “talent” has spread in a figurative sense: as a gift of God, the ability to create, and create something new, without neglecting it.
All children are talented. Each person is gifted in their own way. Giftedness is a high level of development of a person’s abilities, allowing him to achieve special success in a particular field of activity. It is very difficult to guess the moment when the ability is ready to begin to develop, and to give the child everything necessary for development at this time. Sometimes this works.
Task 1 10 min Qualities of talented and gifted students according to teachers from 5 countries. Select the qualities in your opinion that are most important for talented and gifted students in our country. Which category best suits the students in our country?
Physical exercise 3 min Task 2 10 min Give 3 reasons in favor of individual work with talented and gifted students
3 Give 3 criteria for identifying talented and gifted children
Video Task 3 Summary 5 min What will work with gifted and talented children give us? They hang good things on the tree: a yellow leaf is “Against”, a green leaf is “For”
Reflection feedback 5min Hand-to-hand technique
Talented
Gifted
Talented
Gifted
Follow talent, if you have it, it’s not enough - you need to learn to lead it along the paths of perfection
Boris Andreev
Give 3 reasons for working individually with talented and gifted students
Give 3 reasons that prevent you from working with gifted and talented children
3 Give 3 criteria for identifying talented and gifted children
Title of the lesson: Date: General goals: Learning outcomes: Key ideas: Assignments: Coaching with a focus group of colleagues “Creative and proactive” “What should be the lesson for a gifted child in a public school?” Participants will be able to discuss the problems of organizing education for gifted children in the classroom; will create a project of an educational lesson environment for OA; will develop a mini-lesson for a gifted child. Participants know: the concept of giftedness; how the capabilities of gifted children manifest themselves in joint activities; Strategies for teaching gifted children. Able to: work in a group; use learning strategies for personal benefit. Create: a mini-lesson project for a gifted child. The module “Education of Talented and Gifted Children” is included in the Program of Level Courses. There are challenges when it comes to educating gifted and talented children; It is important to carefully think through, discuss and plan lessons to include these children. 1. Motivation “Reincarnation”. Now you have to play the role of gifted children. We put on the “gifted child’s jersey.” 2. Assignment: you are a gifted child, now you must write down the problems that you encounter in a public school. 3. Watch the video “The World Through the Eyes of Gifted Children.” As you can see, there are quite a lot of problems. We need to learn to deal with them. 4. Assignment: Let's return to our role, the role of the teacher. What is your goal today? 5. Discussion of the lesson plan Participants come up with a motto with which a gifted student can come to the lesson. They announce their mottos. Each participant must highlight the main problems of a gifted student. They compare them with “their” problems. They turn over the “shirt - emblem”, write down their goal for the lesson (what they want from the session). Participants think about the answer for 30 seconds. Discussion, discussion.
Who has the most learning problems? Why? Why can gifted students be said to be at social “risk” in the mainstream learning environment? What emotional characteristics can be given to gifted children? How do the emotional characteristics of gifted students influence educational activities? Think of one of your students for whom these characteristics are a barrier or a helper. 6. Questionnaire “Qualities of students.” Agree, a teacher does not feel very comfortable during a lesson in a class where there are gifted children. Why is this happening? Musical and dance break 7. Division into groups “Identical pictures”. 8. Designing an educational lesson environment that promotes the learning of gifted children. 9. Comparison of work results with resource No. 3. Evaluating your own work. 10. Work in pairs based on subject interests. Resources No. 4, 5. Designing a mini-lesson. Task: to create conditions for teaching gifted children (specific school students) Reflection “Beautiful Tulip” 11. Presentation of mini-lessons. Use resource No. 1 Name the students who learn from the majority, in order to then design a mini-lesson in a subject-specific manner. Participants mark + or – qualities of children that they like or dislike. Discussion. Participants receive a picture and form groups. Fill in the blanks in the table. Resource No. 2 Participants study resources No. 4, 5. Create a mini-lesson project using the proposed methods or their own developments. Summing up. Participants
And now I suggest you attach butterflies to a flower that symbolizes a gifted child, on which you write down what you can use from the lesson materials in your work. Place stickers in the form of butterflies on a flower located on the board. You can write down a wish or question on a sticky note.
