Page 24 - 1A3 Teachers Book_7b2dd844

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• There are a few factors that can affect intrinsic motivation:
Beliefs Giftedness and Talents are plastic rather than fixed.
Feedback Feedback must be honest. And it must look into what went
wrong and how to improve in the future.
Praise Praise must be on the behavior, the process, and the learning
rather than the child, the product and the performance.
• Implications for practice:
Out In
Prioritizing identification of gifted
students.
Prioritizing the provision of learning
opportunities.
Exclusive provision of programmes
for identified gifted students.
Inclusive provision of opportunities for
all students initially.
Fixed cohorts of students based on
the top 5 to 10% based on norm
referenced ability criteria.
Flexible cohorts – based on student
interest and personal application in
that area at that time.
Differentiation between gifts
(academic subjects) and talents (non-
academic subjects).
Recognize that giftedness exists in all
domains without any distinctions.
A focus on data. A focus on learning.
• The author suggested a framework for developing gifts through the 5 key approaches
and its corresponding 5 key tools:
Acronym Approaches Description Exemplar
Learning Tool
G Grow It is in line with the ‘mastery’ approach
that giftedness can be grown.
LogoVisual
Thinking (LVT)
R Relate
Gifts are grown in relationships of trust,
warmth and mutual respect rather than
emotional vacuum.
Philosophy for
Children (P4C)
A Act Gifts are grown through engagement in
high-order activity and reflection on it.
Thinking Actively
in a Social
Context (TASC)
C Challenge
Gifts are grown at and through
moments of apparent intellectual
impasse and contradiction, requiring
the learning to make new connections.
Dilemma-Based
Learning (DBL)
E Exert
Gifts are created slowly over time and
usually after the exertion of much hard
work, setbacks and false starts.
Living Theory
Action Research
(LTAR)