Although this project refers to theory and literature about giftedness and independent learning, it is based primarily on narratives of classroom experience. The key belief is that the best way to build on the strengths and meet the needs of adolescent gifted learners is for the teachers involved to create a classroom learning climate and curriculum which coaches those students towards independent learning. Such a climate and curriculum provide opportunities for gifted adolescents to reach their potential.
An adaptable and practical three-stage model for designing such a curriculum is provided. By integrating self-and teacher assessment and evaluation throughout three stages of curriculum, the model provides opportunities for students to develop the skills necessary for independent learning.
Three narratives of my own experiences in using the three-stage model outlined above are provided. The three situations include the role of classroom teacher of OAC English, co-author of a literature anthology and teacher resource for grade nine destreamed English classes, and facilitator of an Interdisciplinary Autonomous Learner programme for gifted/highly able adolescent learners. Thus, the three-stage curriculum model has been used and shown to be effective.
My own, and my students' experiences in using the model, and the common ground discovered in all three roles, form the basis of the recommendations being made in the final chapter. Practical recommendations are made to teachers who are interested in implementing a curriculum which promotes independent learning for gifted adolescents. / Thesis / Master of Arts (MA)
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/15822 |
| Date | 04 1900 |
| Creators | Crawford Ward, Faye Carroll |
| Contributors | Ferns, J., Richardson, J., Teaching |
| Source Sets | McMaster University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
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