3.10.6 Mapping gifted knowing and thinking in the classroom: A prelude to effective differentiated pedagogy
This study reports the use of concept mapping to identify gifted knowing and thinking in the classroom. A cohort of 150 fifth graders was exposed to concepts from topics in science and history. They used concept mapping to generate possible relationships between the concepts. Semantic analysis was used to identify the quality and complexity of the relationships. The gifted students generated more valid propositions, more hierarchical links between concepts, and displayed fluid analogistic thinking. The domain of giftedness influenced the outcomes. The study shows how concept mapping can assist teachers to identify gifted learners, compile learning profiles and differentiate teaching.
Author(s):
John Munro
jkmunro@unimelb.edu.au
Australian Catholic University
Australia
Dr Munro is Professor of Educational Psychology and Exceptional Learning in the Faculty of Arts and Education, Australian Catholic University. He is a qualified primary and secondary teacher and a psychologist. His teaching and research interests are in gifted education, literacy and math learning and learning difficulties, instructional leadership, school improvement and learning internationally. He has written state and national curricula in Australia. He has produced a range of teacher resources and professional learning materials for the state and independent school systems. He has provided consultancy to several international education projects including the Aga Khan Academies and the International Baccalaureate.
Joseph Santoro
santoro.joseph@gmail.com
Australian Catholic University
Australia
Dr Santoro is a student advisor in the Student Support Unit at the Australian Catholic University. He previously worked in primary schools assisting students with special needs and as a data analyst and consultant.