Friday, December 6, 2019

Authentic Learning for Young Gifted Children

Question: Describe about the Authentic Learning for Young Gifted Children. Answer: Context: According to (Gulikers, Bastiaens and Martens, 2005), the teachings regarding the authentic learning environment leads to larger performance and also helps in improving the intrinsic motivation of the students. Authentic learning environment offers a platform for the students to grow their knowledge and skills that would be useful in their life. According to (Reid and Romanoff, 2016), in the extensive Mecklenburg school, thousands of children are identified as gifted and are also tackling the real world problems. The reflective and authentic performances assessments are done by the teachers, students and community members in order to show the students that they understand truly. The gifted students have extraordinary problem solving skills in intelligences. The formats for gifted program are widely varied at 83 elementary schools. Early identification along with intervention is necessary for their growth and development. There is no formal consensus on the definition of young gifted children (Sternberg Davidson, 2005), yet there are some traits that all young gifted children share with. Young gifted children usually display significant advancement in various domains such as superior memory, creativity, strong reasoning, strong visual-spatial capacity, early language and intensive vocabulary, vivid imagination, independent investigations, desire to search for personal identity and social connections, capacity of analysis, synthesis and evaluation by using higher order thinking (Gardner; 1999; Harrison, 2004) though a single gifted child may not demonstrate all of these characteristics. They tend to display great curiosity and a variety of interests with an inquisitive mind to learn and to explore. They show strong analytical and meta-cognitive skills, enjoying problem solving, preferring complex tasks, and actively engaging in planning, monitoring and evaluating in the learning process (Steiner Carr, 2003; Kanevsky, 2011). As per the research undertaken by Adel son, McCoach, Gavin (2012), the set of courses and the instructional changes that are depicted in this case helps in modifications with emphasizing on the steps which are undertaken for the purpose of employing the open-ended problems for the purpose of creating the initial stimulus for the purpose of learning. The effectiveness seems to be developed with focusing on the field testing related to the student creativity and productivity, personal and social development of student and the students self-efficacy (Sousa, D., 2009). Authentic learning will allow the students experiment themselves and giving an opportunity to fulfil their curiosity. All this poses a challenge to the teaching practices in the traditional classroom where students play a passive role and focus on abstract and decontextualized concepts of little apparent relevance, (Hill Smith 2005,p. 22) and where limited opportunities are provided for the children to plan their learning activities, to collaborate with team members and to reflect on their own learning process. Students are not reduced to mere collectors of facts and procedures, but actively construct knowledge connected to the real-world matters and problems of their interest (Eiserman, Lai, Rushton, 2015). In the authentic activities, learners are given opportunities to collaborate with their team members, develop higher-order thinking skills, apply interdisciplinary knowledge to produce beyond domain-specific learning outcomes, integrate assessments and reflections seamlessly within the learning activities, use different resources and view the tasks form different perspectives, which can lead to competing solutions and diversified outcomes(Herrington, et al. 2002). As refined and further developed by Hill and Smith (2005), the Theory of Authentic Learning is characteristic of 10 linked factors: mediation, embodiment, distribution, situations, motivation, multiple illiteracies, identity, career planning, human relationships and teac hing attitudes. In such an environment, culture, cognitive and affective, context and collaboration are interrelated; curriculum, instruction and assessment interact with each other and teachers guide students and create for them a variety of authentic learning opportunities to connect them to the complex real world (Kuo, Maker, Su, Hu, 2010). As per the analysis made by the Van Tassel-Baska, Feng, Evans, (2007), depicts the changes of various perceptions which are depicted for monitoring the gifted programs in order to create an open world. The numerous dynamic tests are created in this research for specifying the aspects of the particular curriculum and the non verbal tasks for the establishment of cognitive changing ability is generated in order to increase the general capacity of the students (VanTassel-Baska, Feng, Evans, 2007). Purpose and Research Questions: The purpose of the study is to explore authentic learning approach applied for the education of young gifted children. The research questions are as follows: What are the needs of the young gifted children? What curriculum design can be adopted to help to satisfy the needs of these young gifted children? How does authentic learning theory function to meet the needs of the young gifted children and the corresponding curriculum design? Theoretical Framework A constructivist epistemology will be applied to view learning as an active process in which students are engaged in the construction of meaning and knowledge in the authentic learning environment and teachers foster motivated students with developmental appropriate curricular and provision for the young gifted children. Essay Page 2 Methodologies Qualitative methodologies will be applied to the research of exploring the topic of authentic learning for the young gifted children in depth and in detail and to benefit from the fruitfulness and often greater depth of understanding we can derive from qualitative procedures. (Berg, 2007, p2). A portfolio of two models will be established based on an extensive literature review and further modified based on on-going research observations and results to address two interrelated aspects of the research: an authentic learning model and a teacher development model. The 10 linked factors from the Theory of Authentic Learning by Hill and Smith (2005) will be incorporated into the authentic learning model and the hermeneutics method will be applied to further reframe it in the context of the young gifted children. Two classes of gifted children from 5-6 years old as well as their teachers will form the exemplars of the research. Triangulation will be applied by multiple stakeholders, data a nd methodological sources to achieve credibility and confirm ability of the date collected. The evidence can be teacher observation and notes in classes, research team participant observation, videotapes of students, in-depth interview with teachers and students, a survey with parents, student products, student weekly reports, and peer/self evaluation questionnaires. The teachers participation will be documented and evaluated, which will provide feedback to the teacher development model to strengthen their skills so as to ensure dependability and transferability of the data and research(VanTassel-Baska, 2013). The research project is viewed from a developmental perspective; the teacher acts like the action researcher and all stakeholders feedback will be incorporated into the two models on an on-going basis to build up developmental appropriate practices. Due to the young age of the research subjects, the research will be conducted under a full ethical review. The researcher will collect information and data from the teachers, people of school boards and principals. The researcher will conduct interview with them in order to determine and analyze their perspectives and perception towards Authentic learning for the young children (Flick, 2009). With the help of qualitative analysis, the researcher will be able to understand their views towards Authentic learning for young children as well as the necessary steps that has been taken for the development of authentic learning (Myers, G, T., 2016). It will also help to evaluate the learning model and teacher development model that will be adopted for the development of young gifted children. The research will apply discursive approach to explore their efficiency level while interacting with the participants. The focus of the strategy will vary from the use of language at micro level to social processes, practices and experiences of the participants at the macro level. The discursive research wil l help to determine the language and culture of the participants which is important during the interview process (Scruggs and Mastropieri, 2006). The documentary analysis is the social research method which is an important tool for research to analyze and interpret information and data. The information and data collected from the participants will be analyzed with the help of documentary analysis. The interview process will help to gather data and information about teacher development model and authentic learning model (ihmgwalior, 2016). Contribution to Advancement of Knowledge: Authentic learning approach provides an effective and efficient solution to address the concerns and characteristics of the education of the young gifted children. Authentic learning has been addressed in the settings of higher education, secondary education, and technology education and for children with academic abilities at the lower end of the spectrum, yet very little empirical ( Note: Is it suitable to use this word if I use qualitative methodology in this research?) or theoretical research has been conducted in the field of giftedness education(Williams, 2009). And up till now no research has been done regarding how the authentic learning approach functions in the setting of young gifted children, which makes this study a pioneer in the research area, endowing it with far reaching meanings and significance. Background and Experience: As a first year PhD student, I am currently taking courses such as Curriculum Design with my supervisor, whose expertise and research strength include qualitative methodology, theory of authentic learning, multiple intelligences, problem/project-based learning and curriculum theory and development. I have a diversified, multi-disciplinary and interdisciplinary background in both the academic and professional domains at the higher level in education, language and literature, management, project management, culture and technology with several Masters degrees and working experiences in the federal government and educational sectors. My experience of being a gifted student myself and mom of a young gifted child also provides me with some insight and perceptions in the research area. The researcher will conduct documentary analysis and data collection process in order to determine and evaluate the research topic. Bibliography and Citations Adelson, J., McCoach, D., Gavin, M. (2012). Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K.Gifted Child Quarterly,56(1), 25-39. Al-Hroub, A. (2011). Developing Assessment Profiles for Mathematically Gifted Children with Learning Difficulties at Three Schools in Cambridgeshire, England.Journal For The Education Of The Gifted,34(1), 7-44. Berg, Bruce L. (2007). Qualitative Research Methods for the Social Sciences, Sixth Edition, Pearson Education Inc. Dean, G. (2008).English for gifted and talented students, 11-18. London: Sage. Eiserman, J., Lai, H., Rushton, C. (2015). Drawing out understanding: Arts-based learning and gifted children.Gifted Education International. Flick, U. (2009).An introduction to qualitative research. Los Angeles: Sage Publications. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century, Basic Books, New York. Gulikers, J., Bastiaens, T. and Martens, R. (2005). The surplus value of an authentic learning environment.Computers In Human Behavior,21(3), 509-521. doi:10.1016/j.chb.2004.10.028 Harrison, C. (2004). Giftedness in Early Childhood: The Search for Complexity and Connection, Roeper Review, 25, 78-84. Herrington, J., Oliver, R., Reeves, T. C. (2002). Patterns of Engagement in Authentic Online Learning Environments, Australian Journal of Educational Technology, 19, 59-71. Hill, A.M. Smith, H. A. (2005). Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning, International Journal of Technology and Design Education15, 19-32. Kanevsky, L. (2011). Deferential Differentiation: What Types of Differentiation Do Students Want?, Gifted Child Quarterly, 55, 279299. Kuo, C., Maker, J., Su, F., Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences.Learning And Individual Differences,20(4), 365-379. Reid, C. and Romanoff, B. (2016). Repr 21 October 1997, Scruggs, T. and Mastropieri, M. (2006).Applications of research methodology. Amsterdam: Elsevier JAI. Sousa, D. (2009).How the gifted brain learns. Thousand Oaks, Calif.: Corwin. Stein, G. Poole, P. (1997). Meeting the Interests and Needs of Gifted Children: A Strategy for Teaching and Learning, Early Child Development and Care, 130, 15-19. Steiner, H. H. Carr, M. (2003).Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence,EducationalPsychologyReview, 15, 215246. Sternberg, R.J. Davidson, J. E. (2005). Conceptions of Giftedness, 2nd Ed, Cambridge University Press, Cambridge, UK. VanTassel-Baska, J. (2013). Performance-Based Assessment: The Road to Authentic Learning for the Gifted.Gifted Child Today,37(1), 41-47. VanTassel-Baska, J., Feng, A., Evans, B. (2007). Patterns of Identification and Performance Among Gifted Students Identified Through Performance Tasks: A Three-Year Analysis.Gifted Child Quarterly,51(3), 218-231. Williams, C. (2009). Interactive Writing as Informed Assessment with Highly Capable Young Children.Gifted Education International,25(1), 14-21. ihmgwalior,. (2016).RESEARCH Retrieved 25 October 2016, from Myers, G, T.,. (2016).Research Methodology by Numbers a teaching Retrieved 25 October 2016, from

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