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Zhai | Paper | Strategies for Nurturing Creative Thinking in Gifted and Talented Children
| Presenters | Zhai, Jinghua. Beijing Yumin Primary School, China | ||||||||||||||||
| Abstract | It is a common perception that gifted and talented children are superior to their peers and to older children in abstract and logical thinking skills and comprehension and reasoning skills; however, my research found that these special characteristics were gradually weakened after the children were enrolled in a gifted class if we did not take measures to activate those skills. My study focused on the development of critical thinking in gifted and talented children by having teachers who encourage self-directed learning teach with compassion, develop strong relationships, and give sound lessons. These measures enabled gifted children to develop their creative capabilities in a democratic and unrestrained class atmosphere. The teaching was structured so that gifted children were provided with a framework for logical thinking in both mathematics and Chinese classes. The measures taken are summarized in terms of the links between teachers and students, teaching and self-directed learning, and classroom teaching and out-of-classroom learning. | ||||||||||||||||
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| Presenters | Zhang, Yaling. Beijing Yumin Primary School, China | ||||||||||||
| Abstract | In teaching mathematical problem-solving skills, normally, two functions are at play for teachers: helping students sustain their prior knowledge of mathematics and nurturing and developing the creative thinking skills in the students in order for them to perform higher-level thinking mathematics. The process of solving problems is closely connected with the thinking process, and the thinking capabilities are developed during the process of problem solving; however, the thinking process differs from the process of solving the problems. In this presentation, I detail how I designed mathematical exercises in multiple sets, using various methods at different levels, by following three basic guidelines. The first guideline is to direct the students’ understanding of basic mathematical concepts by highlighting the consistency of mathematical conventions; the second is to nurture the students’ creativity through rich, mathematical problem-solving exercises by using their prior knowledge; and the third is to train students to solve mathematical problems under various circumstances. | ||||||||||||
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Zhang | Paper | Developmental Identification of Gifted Education
| Presenters | Zhang, Lili; Cui, Lu. High School Affiliated to Renmin University of China, China | ||||||||||||
| Abstract | In the early years of the school, children in gifted education were identified on the basis of IQ test results and math quizzes. The method developed into a multi-disciplinary approach by applying a set of comprehensive tests including IQ tests, subject tests, and talent tests, as well as observation by analyzing the students’ responses in an interview setting. Students took classes in the experimental campus of the school, which provided a continuous opportunity for teachers to do research on the identification of gifted children. The accuracy of the identification of gifted children increased markedly, and the school achieved results in this field. | ||||||||||||
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Ziegler | Symposium | The Role of Fine-Motor Skills Deficits
| Presenters | Ziegler, Albert. Ulm University, Germany / Stoeger, Heidrun. Regensburg University, Germany | ||||||
| Abstract | The underachievement of gifted students is one of the most disturbing and, at the same time, most enduring problems in gifted education. Some of the reasons for underachievement have already been identified; however, the contribution of fine-motor skills has not been investigated. From the perspective of the Actiotope Model of Giftedness, actions consist of many sub-actions which are carried out simultaneously. Difficulties in the controlling of one of these actions might also disturb parallel actions. An example is a possible conflict between fine-motor skills and learning. In two studies with Grade 4 students, it was demonstrated that underachievers differed from achievers in terms of their fine-motor skills and concentration and also in the interaction of these functions. The findings will be discussed. | ||||||
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