PSY345H5 Lecture Notes - Lecture 12: Social Skills, Pragmatism, Walkover

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Published on 18 Apr 2013
School
UTM
Department
Psychology
Course
PSY345H5
Lecture 12: GIFTEDNESS
[Year]
Exceptionality
“exceptional” – exception to rule > far away from the average (top 1%)
General ED designed around the average child doesn’t work well for exceptional children
STEREOTYPES
8 Gripes (“complaints”) of Gifted Kids
Old Stereotype
> Belief in a just world (not the case) the majority are average, so expect if
someone is excellent in something, they are deficient in something else =
average like everyone else {incorrect!}
> “equality in rights” = equality in abilities; no premise for this
> it’s true some gifted fit the stereotype, but so do ungifted kids
New Stereotype
> problem: labelled as gifted HIGH expectation to be perfect
> it’s rare that child gifted educationally is gifted in all other aspects (sociable)
> even in education - gifted in one domain typically (eg. gifted in math & snc
won’t be gifted in writing & English) .. children aren’t perfect
> consistent w. “all American child” media’s depiction
boy, athletic, good looking (blue eyes, blonde hair, white), from small
city in America, faced an adversity (eg. death of father), good student,
popular, has a little sister to care for
> problematic for gifted kids & rest of population impossible to measure up
to media’s standards – live deficient lives b.c. never live up to perceptions
1. No one explains: Assessing giftedness > in gr.3/4 give whole class test subsequently, kids that did good take
a test w. psychologist not assessed (forget about it) or assessed (parents notified & decide what to do)
> parents tend not to tell child (have to move child, have to leave friends, overly confident)
> vague with children: “what do you think about going to afterschool programs”, etc.
2. School is easy/boring: repetitive work they don’t want to do it, tune out, many drop out
3. Kept perfect:
> not perfect (they’re children), won’t do their best all the time, teachers have expectations
> many cases kids understand subjects better than teacher {eg. math} doesn’t look up to teacher, the
only thing teacher can do is expect child does what is expected according to curriculum
4. Teased for being smart: girls grade 7, grade 8 everyone makes fun of her (intimidated)
5 & 6. Feel misunderstood/different: different interests, also: gifted academically, not emotionally
7. Overwhelmed: a lot of options; worries early in life what will I be in life; important decisions”
8. World problems: most people are helpless (donate to charities, demonstrations) = enough to elevate that
guilt that others are suffering > children don’t have emotional stability @ that age to deal w. it (obsess about it)
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Lecture 12: GIFTEDNESS
[Year]
Characteristics
** classroom difficulties for kid &
teacher general ED isn’t always
the most suitable env’t **
** bittersweet being gifted smart
BUT hard for children & not always
the case they will do well in school
- not a fun place, don’t have friends
that understand them, tune out,
argue w. teachers, fail courses**
** not all gifted kids will have these characteristics **
> advanced words: no one taught them (exposed to it; from TV in the background
pay attn. & figure out what it meant by the context)
> memory: sponge of knowledge curious & pick up everything; at a young age
they have a lot of information about everything
> curious: problematic for teachers eg. where do babies come from? - only so
much they want to explain”, most kids are satisfied w. explanations “mommy’s
tummy” – no curiosity or understanding, kids continue asking “how did they get
there, how did they come out”
> interests: obsessed/passionate of things (eg. sand collections, dinosaur
collections) knowledgeable in interests
> intense: totally absorbed in activities/thoughts
> if interested, more motivated: offended they have to do things they already
understand, find it trivial
> abstract thinking: teen years = abstract thinking “what if”, obsessed, trying to
constantly figure out the world operate at that level of thinking really early on =
diff level of understanding the world
> perceptive: hypothetical, snc. reasoning subtle things from observances
> complex/challenging: confusing to other kids, threatening to teacher
(NA: creativity is not encouraged all kids are taught the same way: test, meet
the requirements > no novel ways of creating probs.)
> pay attn.: can divide their attention in multiple ways (problematic for the
teacher other kids can’t do this > lose entire class)
> catches on quickly, then sloppy: right answer & show how you did the work
many kids have the answer in their head don’t want to be bothered explaining it
power struggles w. teachers
> “better ways: teacher intimidated
> sensitive: typical kids “when will we get there? What will we eat?” -no
understanding of uniqueness gifted kids see beauty & uniqueness broader
understanding why lake in dessert is special/stares at plane taking off >>
understanding of other ppl (takes a long time to develop; gifted see it early)
> Justice/fairness: hard time functioning, don’t let things go (others get over it)
> global issues, humor: humour requires intelligence- laughing about self, know
the difference between when it’s a joke & pushing line; feel like outsiders = use
their sophisticated sense of humour most often class doesn’t get it
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Document Summary

Exceptional exception to rule > far away from the average (top 1%) General ed designed around the average child doesn"t work well for exceptional children. > belief in a just world (not the case) the majority are average, so expect if someone is excellent in something, they are deficient in something else = average like everyone else {incorrect!} > equality in rights = equality in abilities; no premise for this. > it"s true some gifted fit the stereotype, but so do ungifted kids. > problem: labelled as gifted high expectation to be perfect. > it"s rare that child gifted educationally is gifted in all other aspects (sociable) > even in education - gifted in one domain typically (eg. gifted in math & snc won"t be gifted in writing & english) children aren"t perfect. > problematic for gifted kids & rest of population impossible to measure up to media"s standards live deficient lives b. c. never live up to perceptions.

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