Teaching Gifted Students through Distance Learning Vinnette Gibson
TroyUniversity
Curriculum Integration of Technology
PSE 6608
Dr. S. Bola Tilghman
July 20, 2008
Teaching Gifted Students through Distance Learning This paper explores an alternative strategy for teaching gifted students. One such strategy is with the use of distance learning. Distance education is an institution in which learning groups are physically separated, but are brought together by electronic interactive means (Albright, Simonson, Smaldino, & Zvacek, 2006).
The Georgia Department of Education (2008) defines a gifted student as one “who demonstrates a high degree of intellectual and or creative ability, exhibits an exceptionally high degree of motivation, excels in specific academic fields, and who needs special instruction and or ancillary services to achieve at levels commensurate with abilities.”
There are three characteristics of gifted students to be identified as students with special needs. These are learning characteristics, motivational characteristics, and creative characteristics. Learning characteristics involve the fact that gifted students learn very easily and rapidly. They tend to have extensive vocabularies, are skilled problem solvers, and are extremely observant and more curious than students with average abilities. These students tend to question things critically and have the ability to transfer knowledge from one situation to another.
Gifted student are characteristically highly motivated. They tend to see tasks to completion. They prefer to learn independently and therefore dislike cooperative learning groups. Instead, they prefer to work collaboratively with their peers. These students tend to take charge of situations and delegate responsibilities. They are often very opinionated and have the tendency to display strong beliefs. They are also highly creative and can be intellectually playful and humorous. Gifted students will often take pleasure in experimentation and may sometimes invent new and creative ways of doing things (MocombIntermediateSchool District, 2004).
According to Ruth (2006), the needs of gifted students are based on these characteristics. She believes that teachers of gifted students need to be aware of their characteristics and challenge them accordingly. She also believes that if the needs of gifted students are not met in the classroom, this can cause “great psychological distress” to the students. These students need to be challenged mentally. They should not be taught using the same strategies as other students of average intelligence. The reason is that they learn very quickly and are easily bored. These students also learn differently than other students. Their instruction should be tailored to meet their specific need. Because they learn so quickly, they sometimes do not develop adequate study skills. Some of these students may need to be taught how to study properly. Sometimes gifted students experience loneliness and isolation because their peers do not understand them. For this reason, Ruth thinks that they should also have the opportunity to interact with other gifted students who are their intellectual peers. She also thinks that gifted students should have a mentor or a counselor, preferably gifted, who can advice them when needed.
Based on the characteristics and needs of gifted students, it is plausible to identify modes of learning that will address their unique needs. Instruction needs to be differentiated for them. Students should generally not be expected to regurgitate information that the teacher gives out. This is particularly true for gifted students. Instructors should be aware of the characteristics and needs of gifted students and therefore modify the curriculum accordingly. Advanced learners should not have to do the same work as every other student in the classroom. The teacher needs to assess the students’ academic attainment and progress. Having done so, he or she should prepare work accordingly. It is important to group students with flexibility, changing the groups according to the students’ needs. Gifted students should be allowed to pursue and construct their own learning and they should be given the opportunity to work and progress at their own pace (Tomlinson, 1995). There are several ways of accomplishing these goals in the classroom, but teaching a group of students with different rates of learning is sometimes difficult to achieve in one classroom.
Gifted students sometimes fail because it is often difficult for teachers to prepare the type of lessons needed for students who require differentiated instruction (Adams & Cross, 1999). Most teachers throughout the United States lack the training required to assist these special needs students. This is a recipe for gifted students to fail, simply because it is difficult for an untrained teacher to meet their needs while trying to meet the needs of the other students in the classroom. The teachers do not differentiate instruction for the gifted because they simply do not know how, and there is little motivation for them to receive the training (Nicholas & Ng, 2007). In addition, it takes more effort and additional lesson planning to try and implement lessons for these students. Gifted students are currently considered to be “at risk.” because their learning needs are not being met. Nicholas and Ng have found that when the learning needs of gifted students were not met, they were unsuccessful and failed, but when their needs were met, the trend was reversed and they became academically successful students.
Education Blog Romow (2008) also agrees that when teachers do not differentiate for these students by providing specific learning modules for their needs, gifted students became bored with the unchallenging curriculum and some even fail in spite of their academic prowess. Over the years, educators have conducted research in order to find alternative strategies for teaching these special needs students who are at times in danger of failure. One possible mode that has been explored is distance education.
Nicholas & Ng feel that there are significant reasons why distance learning is appropriate for gifted students. They think that gifted students often feel isolated, disconnected and misunderstood by their peers. Distance learning offers them the opportunity to leave those feelings of rejection they may have because their peers do not see them as equals. In addition, distance learning offers students the opportunity to experience flexibility in time and space
Through distance learning, content can be presented in various formats. Such formats include multimedia, video, text, and images. Students in general love to use new and innovative technology, and gifted students in particular, love the challenge of working with other students who share similar interest and abilities. Students working with the same topics can share their expertise and collaborate with each other while remaining anonymous.
Due to the unique intellectual ability of gifted students, the type of assignments considered appropriate for them include scientific research studies involving the scientific methods. Gifted students will benefit from investigative research. They can do analytic reports, or write a mini thesis. Other types of assignments include making an animated product using macromedia flash. They may construct a dialogue or a digitalized animation that they can record and place on the internet. These students can also be given advanced problems to solve. Since they are independent and self-driven, online discussion forums would be very appropriate for them.
According to Nicholas & Ng, there are three approaches to learning online. These are conceptualization, construction, and dialogue. Conceptualization involves the use of old knowledge to construct new knowledge. The construction phase involves the use of meaningful tasks to test the students’ understanding of the teacher and other students, and teachers should use the result of the dialogue phase to accommodate, to correct errors, and to improve learning.
Some differentiation strategies for gifted students involve bussing students from their regular schools for advanced classes in an upper level school. In cases where schools cannot afford to provide this transportation, distance learning can fill the gap and delete the necessity for traveling from one school to another (Bull, Hull, May, Montgomery, & Overton, 200). Bull et al. found that students who are accelerated tend to perform better than their non-accelerated peers, do, and often these students are accepted at “selective colleges” at an early age.
Technology has been found to be an effective tool for acceleration, and researchers have found that online learning has also been an effective tool for teaching gifted math students. The National Counsel for Teachers of Mathematics has made important recommendations for distance learning on mathematics. They suggest that all online math students have access to calculators, computer, appropriate software, and connection to the internet. They stipulate that the technology is useful for individual learning, for small groups, or for whole class instructions, and it should therefore be fully utilized (Cyr, 2004). The nature of gifted students should allow them the capability to complete math curriculum independently and move on to the next grade level.
Distance education allows gifted students to work at their own paces and if necessary, take more classes than their schools can offer. The population of gifted students is very small compared to the population of regular education students. Distance Learning is seen as appropriate for these students because it allows the small population from a wide geographic region to be served. Many universities offer classes to high school students who cannot travel to the campus to take classes. Distance learning is ideal for gifted students because they are self-motivated and independent workers (Adams & Cross 1999).
Distance learning is ideal for gifted students because of their unique needs and characteristics as well as the unique characteristics of distance learning itself. Dell (2002) suggests that in order to teach an online class, instructors must follow a protocol. He or she must begin with a storyboard. The instructor must provide detailed instruction for the student role, the instructor role, a syllabus with grading information and course expectations, a list of assignments and a rubric. Assignment deadlines should be flexible, feedback from the instructor should be regular and consistent, and contact information should be provided.
The same strategy can be used in a regular education classroom, but it is expected in a gifted classroom. Another additional requirement for gifted students is an independent study contract. This is similar to the requirements for distance learning. The teacher, the parents, and the student usually sign this contract. It is an agreement between the three involved, stating exact information about the course, expectations, and an agreement that each person will complete his or her assigned task within a given time frame.
Bull et al. maintains that in spite of their need to work independently, gifted students also need to work with other gifted students. However, they prefer collaborative learning rather that cooperative learning. This makes distance learning an appropriate learning tool for them because they can work in online collaborative groups. Synchronous and asynchronous collaborative groups can be formed in several ways. One excellent way that gifted students can work independently and collaboratively is through a website called Pbwiki (PBWiki, 2008).
Peanut Butter Wiki allows an instructor to set up an online classroom. The students in the online course can set up their own pbwiki website and link it to the class website. Students can do their assignments on their website. The website can be made private or public. The students in a group can access the website and add work or make changes, and an automatic email will be generated and sent to the participants to notify them of changes that each member of the group has made. This type on online collaboration may work well for regular education students, but it is particularly appropriate for gifted students.
The use of distance learning systems can have disadvantages as well as advantages. As with any new venture, teachers need to be trained in how to use the product. Many teachers do not know how to use interfaces and they need to learn how to use distance-learning tools effectively. According to Adams & Cross, it is not a good idea for educators to use distance learning to deliver online lectures. The internet has a vast amount of information available, but teachers should use their discretion in ensuring that students are not burdened down with too much information. Nicholas & Ng suggest that too much information is available on the web and students should be taught to know the difference between credible information and information that lacks credibility.
There is also the problem of having to teach the students to use the online tools. In addition, special software is required to install and maintain a distance-learning course. Another problem that students and teachers often face is disruption of service. Some of these disruptions include scheduled maintenance and simply malfunction. Teachers should have the flexibility to consider these possibilities when they occur.
In addition to these problems, it must be taken into account that distance learning is not for everyone. It requires self-discipline and motivation, as well as the ability to read, write effectively and type. Students need to be comfortable with the technology, and should possess good time management skills. Gifted students have to determine for themselves how they learn best and should have the choice to select their own mode of learning (Dell, 2002).
Olszewski-Kubilius (2003) conducted a research and found that gifted high school students who participated in online courses were generally satisfied with the program. They were able to work at their own paces and consequently, progressed very rapidly through high school. They were able to take advanced placement classes and made higher scores than they had scored previously.
These students also reported that overall, they were satisfied with the format of the online classes. They felt that they received adequate technical assistance, they had easy access to information, and the online communication with their instructors was satisfactory. Olszewski-Kubiliu’s report showed student indication that they would continue to use online services to pursue higher education.
References
Adams, C. M., & Cross, T. L. (1999, Winter). Distance learning opportunities for academically gifted students. Journal of Secondary Gifted Education, 11(2), 88.
Albright, M., Simonson, M., Smaldino, S., & Zvacek, S. (2006). Teaching and learning at a distance (3rd ed.). Columbus, OH: Pearson.
Bull, K., Hull, D., May, J., Montgomery, D., & Overton, R. (2000, March 10). Beginning an online introductory gifted course. Retrieved July 7, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1
Cyr, S. (2004, Spring). Can distance learning meet the needs of gifted elementary math students?. Gifted Child Today, 27(2), 42.
Del, S. (2002, Fall). A new educational opportunity for teachers and parents. Gifted Child Today, 25(4), 30.
Education Blog Romow (2008, June 4). How to teach gifted students. Retrieved July 10, 2008, from http://www.romow.com/education-blog/how-to-teach-gifted-students
GeorgiaDepartment of Education (2008). Gifted education. Retrieved July 10, 2008, from http://www.doe.k12.ga.us/ci_iap_gifted.aspx#how
MocombIntermediateSchool District (2004). Gifted children. Retrieved July 1, 2008, from http://www.misd.net/Gifted/giftedchildren.htm
Nicholas, H., & Ng, W. (2007, Spring). Technology and independent learning. Roeper Review, 29(3), 190-196.
Olszewski-Kubilius, P. (2003, Fall). Gifted adolescents' talent development through distance learing. Retrieved July 1, 2008, from http://www.ctd.nerthwestern.edu/learning/research.html
Peanut Butter Wiki (2008). Peanut Butter Wiki. Retrieved July 10, 2008, from http://pbwiki.com
Ruth, S. S. (2006). Meeting the needs of gifted students. Retrieved July 1, 2008, from http://www.mycinnamontoast.com/gifted.html
Tomlinson, C. A. (1995, October). Differentiating Instruction for Advanced Learners in the Mixed-AbilityMiddle School Classroom. Eric Digest, #E536