Skip to main content
2019 WCGTC World Conference

Full Program »

Harnessing Psychology to Enhance Teaching Gifted, Creative, and Talented Students

Wednesday, 24 July 2019
12:45 - 15:45

Alumni Hall 100 Lounge

Chair: Rena Subotnik, American Psychological Association Center for Psychology in Schools and Education

Rena Subotnik
American Psychological Association Center for Psychology in Schools and Education
USA

The question of whether gifted students learn differently from other students has long plagued the psychology and education communities. On the one hand, the field of gifted education has promoted special programs that capitalize on gifted children’s individual abilities and needs. At the same time, evidence from rigorous studies has supported the notion that gifted children, like their age peers, learn optimally in classrooms that apply proven psychological principles. Psychological science has much to contribute to enhancing K-12 education. Teaching and learning are intricately linked to social and behavioral factors of human development, including cognition, motivation, social interaction, and communication. Psychological science can also provide key insights on effective instruction, classroom environments that promote learning, and appropriate use of assessment, including data, tests, and measurement, as well as research methods that inform practice. Are gifted students unique, or not? In this session the case is made that gifted students may be simultaneously unique from—and the same as—typical students. Gifted students are the same as other students in that their learning hinges on general psychological learning principles. However, to be effective, the application of those principles may be different for gifted students than for their classmates. We will explore examples of the varied ways in which psychology promotes the application of principles based on the needs of special groups of learners.

 


Powered by OpenConf®
Copyright ©2002-2018 Zakon Group LLC