Key Ideas
Ideas or concepts are the building blocks, not just of knowledge, but of understanding.
Concepts shape our comprehension. They give us depth of insight.
They help us to see the relevance and use of an idea.
This section sets out four concepts which collectively provide you with a sound framework for identifying, understanding and teaching gifted learners of all ages and from all backgrounds.
Each concept highlights highly effective and practical teaching strategies.
You can learn more about these through both our two online courses and through our two teachers’ manuals.
1 / The fundamental concept on which the New Zealand education system is based:
The Government’s objective, broadly expressed, is that all persons, whatever their ability, rich or poor, whether they live in town or country, have a right as citizens to a free education of the kind for which they are best fitted and to the fullest extent of their powers.
So far is this from being a mere pious platitude that the full acceptance of the principle will involve the reorientation of the education system.
– Peter Fraser, Prime Minister, and Clarence Beeby, Director General of Education 1939.
If Fraser and Beeby had been writing now, they would undoubtedly have added “whether Māori or Pakeha”, but the underlying philosophy is still central for us today.
2 / Leads to a holistic child-centred education system which recognises that individual learning needs differ
3 / Recognising that individual difference in creative & intellectual giftedness is characterised by intensity:
“The reality of giftedness remains a different experience of life”
(S. Tolan);
“Giftedness is not a matter of degree but of a different quality of experiencing: vivid, absorbing, penetrating, encompassing, complex, commanding – a way of being quiveringly alive”
(Piechowski)
4 / A Definition for Aotearoa New Zealand
Giftedness is grounded in the extraordinary intensity with which gifted individuals experience life. Such intensity makes possible the exceptional qualities and abilities which characterise giftedness.
In childhood, such exceptional qualities and abilities profoundly shape the child’s developmental and learning needs, and can make them vulnerable to other people’s misconceptions.
In adolescence, exceptional qualities and abilities may begin to evolve into a life vision, creating a sense of purpose larger than self, with emerging strong ethical, spiritual, social or other values.
In adulthood, a life vision can often find fulfilment in service, in creative activity, in knowledge exploration, and in leadership in the community.
A framework for planning Gifted Lessons
-
Strategies to generate interest when interest has been lost;
-
the teaching of advanced learning tools to enable learning at advanced levels;
-
provocative and demanding challenges to develop minds and imaginations;
-
care for the whole person now and as a future adult;
-
enabling independent working
Recapture interest
Tools of thought
Evaluate learning
THE CHILD AT THE HEART
Intellectual /creative challenges
Emotional, social, ethical, spiritual growth