Processing speed is also an area that is often equated with intelligence. However, the specific information processed can vary from one learner to another. One child may quickly process the direction of a sound, another person may quickly look at a brainteaser puzzle and arrive at a method for solving it, while another individual may quickly grasp a new lesson. In some of the formal tests of intelligence (such as the Wechsler Intelligence Scale for Children, Third Edition), some tasks are timed to ascertain not only the child’s ability to master an item, but also the child’s ability to master it under a time pressure. Students who are quick processors may need less time to complete certain work. However, just because a student quickly processes, say, a word analogy question, it does not necessarily mean that understanding other concepts will come as rapidly. Jorge rapidly completes puzzles and grasps scientific concepts. In contrast, he needs more time to understand grammar concepts. In this case, Jorge’s processing speed gift is specific to certain areas of learning and thinking.
At times, a child is impulsive and quickly finishes assignments or tasks. If the end product is haphazardly completed and does not display the learner’s best efforts or level of reflection, then
speed does not constitute a gift, but rather an area for discussion. Speed along with successful mastery are both important for this form of giftedness. This brings up an important point: as the parent/educator, please resist the urge to condense lessons into shorter time frames and cover many topics in the course of a day simply because you understand that your learner can process information quickly. Some children think intensely and rapidly but require more frequent breaks. This is where the balancing act, between focusing on intelligence and emotions, becomes so important. As the parent and the teacher, you are uniquely able to determine the most suitable way to meet the multitude of needs that your learner has.
A strong ability to think in both divergent and convergent manners is another area that can be
considered a talent or part of giftedness. Convergent thinking is the ability to determine how various objects or events are similar. For instance, a learner may be able to draw comparisons about how words that appear to look so different actually follow similar rules. In addition, your child may be able to draw parallels between historical situations that preceded wars.
On the other hand, divergent thinking skills reflect a learner’s ability to determine how a single event, object, or word can be looked at in different ways. The learner may be able to generate numerous uses for a typical household object, such as a stick of gum. Young children often are called “creative” when they can utilize their divergent thinking abilities to make a piece of candy into a warrior or a pencil into a phone. Inventors may also display their unique divergent thinking skills when they take common materials and create a novel product. Learners who have advanced divergent and convergent thinking skills may be able to find several ways to communicate an idea, but can also narrow down ideas to arrive at the most common feature.
Creativity taps into divergent thinking skills and may be viewed as a specific area of giftedness.
Creativity comes in many forms, such as talent in the performing arts, musical endeavors, ability
to arrive at novel conclusions by synthesizing new and old information, and the ability to problem solve and arrive at a unique way to resolve a dilemma. A child who is talented in singing, but struggled early on with reading skills, may benefit from singing the words aloud initially. The actor may bring to life a character from a book by trying to identify with that character and understand the subtle nuances of being that person in the historical or fictional time of the story. A problem-solver may enjoy brainteasers that require the use of logical inference and creativity in order to arrive at a conclusion. Creative learners may ask to complete an assignment in a way that deviates from our own ideas of how it should be done. If your learner can explain the rationale behind the creative approach, and it is educationally sound, then supporting the idea also can support your child’s belief that venturing out and offering unique thoughts to others is worthwhile.
Source : Lee Wherry Brainerd. Homeschooling Your Gifted Children. 2002
At times, a child is impulsive and quickly finishes assignments or tasks. If the end product is haphazardly completed and does not display the learner’s best efforts or level of reflection, then
speed does not constitute a gift, but rather an area for discussion. Speed along with successful mastery are both important for this form of giftedness. This brings up an important point: as the parent/educator, please resist the urge to condense lessons into shorter time frames and cover many topics in the course of a day simply because you understand that your learner can process information quickly. Some children think intensely and rapidly but require more frequent breaks. This is where the balancing act, between focusing on intelligence and emotions, becomes so important. As the parent and the teacher, you are uniquely able to determine the most suitable way to meet the multitude of needs that your learner has.
A strong ability to think in both divergent and convergent manners is another area that can be
considered a talent or part of giftedness. Convergent thinking is the ability to determine how various objects or events are similar. For instance, a learner may be able to draw comparisons about how words that appear to look so different actually follow similar rules. In addition, your child may be able to draw parallels between historical situations that preceded wars.
On the other hand, divergent thinking skills reflect a learner’s ability to determine how a single event, object, or word can be looked at in different ways. The learner may be able to generate numerous uses for a typical household object, such as a stick of gum. Young children often are called “creative” when they can utilize their divergent thinking abilities to make a piece of candy into a warrior or a pencil into a phone. Inventors may also display their unique divergent thinking skills when they take common materials and create a novel product. Learners who have advanced divergent and convergent thinking skills may be able to find several ways to communicate an idea, but can also narrow down ideas to arrive at the most common feature.
Creativity taps into divergent thinking skills and may be viewed as a specific area of giftedness.
Creativity comes in many forms, such as talent in the performing arts, musical endeavors, ability
to arrive at novel conclusions by synthesizing new and old information, and the ability to problem solve and arrive at a unique way to resolve a dilemma. A child who is talented in singing, but struggled early on with reading skills, may benefit from singing the words aloud initially. The actor may bring to life a character from a book by trying to identify with that character and understand the subtle nuances of being that person in the historical or fictional time of the story. A problem-solver may enjoy brainteasers that require the use of logical inference and creativity in order to arrive at a conclusion. Creative learners may ask to complete an assignment in a way that deviates from our own ideas of how it should be done. If your learner can explain the rationale behind the creative approach, and it is educationally sound, then supporting the idea also can support your child’s belief that venturing out and offering unique thoughts to others is worthwhile.
Source : Lee Wherry Brainerd. Homeschooling Your Gifted Children. 2002
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