TITLE OF THE PAPER

EDUCARNIVAL 20168TH INTERNATIONAL CONFERENCE ON EXCELLENCE IN SCHOOL EDUCATION

IIT DELHI

“NURTURING GIFTED LEARNERS TO MAXIMIZE THEIR POTENTIAL BY THE USE OF ACTIVE LEARNING METHODOLOGY “

OUTLINE OF THE REEARCH PAPER

Introduction

Literature Review

Research questions

Need for Study

Process

DATA COLLECTION &

ANALYSIS

Conclusion & findings

Future Study

BACKGROUND OF THE RESEARCH •Gifted children differ from.. smart children.. , (Strip & Hirsch,2011)1.

•Teachers should... recognize talents,….to engage them in active learning.(Vrcelj, 2000; Dryden, 2001; Jensen, 2003)

• If teacher … modify curriculum.. testing … seldom be necessary (Matthews & Foster, 2009).

•How to identify Gifted learners?

•How to nurture their “giftedness” ?

•Can particular methodology benefit these learners?

COGNITIVE ABILITY TEST (CAT) WAS USED TO ASSESS LEARNERS’ GIFTEDNESS AND POTENTIAL

CAT consists of several cognitive concepts.

CAT helps to assess variation in domain-independent mental skills.

Pre-Test and Post Test were conducted.

Active Learning Methodology (ALM) was used as intervention .

Teaching learning process included CAT patterns and items.

- Process

UNIQUE IMPLEMENTABLE STRATEGIES TO ADDRESS THE CONCERN•Children must read, write, discuss or be engaged in solving problems actively (Chickering and Gamson 1987) •Cognitive skills are seldom taught explicitly in schools.•Activities to enhance cognitive skills were induced in teaching.• Under ALM , activities and tasks based on CAT test were included .•Children were made to actively stay focused, engaged, motivated.• So that their giftedness gets identified.

UNIQUE IMPLEMENTABLE STRATEGIES

• ALM was used as an intervention to maximize the potential of learners .

•Children born with extraordinary potential..got identified. (Vialle & Rogers 2010, p. 18).

• Staying actively engaged, explore, think, work together was evident.( National Curriculum Framework 2005.(2005)

Questions based on verbal and non-verbal and quantitative items were developed.

TANGIBLE & QUANTITATIVE BENEFITS OF IMPLEMENTING THE MENTIONED STRATEGIES

Significant difference was noticed in test scores of CAT data.

• 37% children gained score in verbal test.

• 44% in nonverbal test and 19% gained in quantitative score.

• The merit list changed .

• 20% children showed measure improvement .

• Teachers too had to understand the CAT items.

Group N Mean SD S Ed df t Significance Pre Test 50 37.32 4.70.97 6.28398 27.6203 Significant Post Test 50 72 7.5268

TANGIBLE & QUANTITATIVE BENEFITS OF IMPLEMENTING THE MENTIONED STRATEGIES

1.There was a notable change in classroom environment.2.Many group leaders were identified.3.Math's concept and activity became interesting .4.Story writing ,picture connection revealed that children learn by imitating mostly.5.Children started asking teacher to teach. 6.How to solve ..and the learning begin..

SUMMARY•The Learning began..

•Children should be exposed to various learning methodologies.

•The competitive exams comprises of tests which our teaching practices do not include.

Intelligent children of classroom were not equally good in CAT.

Test score which have larger implications.

•Classroom transaction lacks –program for gifted learners.

•Examination system should include CAT, attitude and aptitude test

• To identify and nurture gifted learners , teachers needs to be trained.