Бүгінгі күні біздің қоғамға проблемаларды шеше алатын, шешім қабылдайтын
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методы обучения Дадли
Лессон Стади
| (2009, p.80)
1. Make sure that work for gifted and talented students differs in quality, not quantity - they should not have to do more work than others. 2. Avoid what Joan Freeman calls The Three Times Problem - explaining a task to the whole class, then again for those who were not listening and again just to be on the safe side - by which time many able students will have switched off. Direct additional explanations to those who need it and allow the most able to get on. 3. Use Personalized homework tasks to challenge students who need more stimulations or are nervous of working on different assignments in class. 4. Keep a box of fun thinking puzzles in the corner of the primary classroom for students who finish very early (Pupils will need some kind of feedback/interest from the teacher or they may not do them) 5. Have a box of quick subject-specific thinking activities for use at the end of a lesson or when one group finishes before the rest. Some departments have graded activities to encourage sudents to stretch themselves by moving through levels. 6. Build up a list of suitable websites for students wishing to stretch topic in greater depth. The school librarian may be able to help. 7. Use able students to record key points on the board during discussion sessions. 8. At the beginning of the lesson ask a group of able students to prepare the plenary session. 9. Where edited texts are used, give the most able students access to the full version. 10. Occasionally, limit the number of words able students can use to get across a particular idea. This forces them to use language very accurately. 11. Use students' gifts or talents in other arias to enhance classroom learning. For example, ask the creative lyricist to create a rap o a topic being covered in a subject or the keen design technology student to model a particular landform for geography. 12. Have fun. |