Exceptional and gifted, two-way concept

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Uniqueness and giftedness: Concepti bidirectional.

The uniqueness is a term used to describe both the characteristics of individuals who show high intellectual ability as those with a low capacity. The characteristic of uniqueness is that:

a) appears with a low frequency. It's small number of defects in relation to normal, also the frequency of the gifted and talented is low for the normal population.
b) The difference from normal. Exceptional Individuals have, in general, and specific characteristics different from those of the normal population. Differences of two types: quantitative (more or less frequently in susproducciones) and qualitative (intellectual pattern, more or less elaborate products). . , ..,
c) It requires an educational response differentiated and diversified. The concrete in excepc.onal.dad intellectual deficiencies and intellectual difficulties, precise educational measures suited to the learning pace of the people who manifest problems, difficulties or delays in the teaching-learning process.

Features:

"They're shaped by a series of mental processes or operations.
"These processes are started intentionally + e. have a character propos.tivo.
"The processes are scheduled and planned for the achievement of one goal.
"The strategies used to control + vat cognitive activity by the subject.
The functions:
"What condition, improving their performance.
-Promote the development of autonomous learning, to give each student the role
fundamental instruction.
"They can improve students' ability pora learning to learn.
-Learning methods allow an easier, faster and better quality.
The functions depend on the objectives for the marking of students. Currently considering the strategies of teaching as one of the primary objectives for implementation and enforcement n the curriculum.

Metacognitive strategies

The metacognidón implies some ability to plan and use strategies
review and control.
The main components are:
- Knowledge: ability of the student to know what processes and
skills needed to plan for learning.
-Control of learning: Knowledge that has the student how and when to use
strategies to achieve learning goals.
-Planning, is the reflection that precedes any learning process.
-Regulation: The student monitors his progress and achievement that is being achieved.



Although historically educational psychology emerged with the claim of being a unified discipline in which both domains, psychological, and education were taken into account simultaneously and prospects of each are mixed together into a coherent whole (firinder, 1989). the historical development and current status of the discipline is far from having achieved this goal, although it may retain its validity as such in the
today.
In the report Riviin. dedicated or educational psychology, says the lack of contributions from the psychology of education and teaching practice, and identification of b discipline issues relating to remote learning in educational practice.
Scondura. in a second report of the APA, recognize that educational psychology has, A clear picture of herself, because the research lacks an integrative focus. Furthermore, it should be noted the diversity of tasks that are developed under this name, including various professional activities, which has led to the existence of areas or different specialties of educational psychology, and school psychology or psicopedagogía.Genovard, the definition of psychology of education is a risky operation, once its history is to be performed, and because the different explanatory models emerged along its development are only theoretical elements in the process of incorporation.
Beltran (1987. Shall Bel + and Well. 1995) suggests that the conceptual problems of psychology of education today lies in the epistemological pluralism.
The same situation persists in the late eighties when it comes to defining the field of educational psychology (Wi + trock and Farley, 1989), another report supported by the EPA.
The current president of Division 15. S & Ernberg, still emphasizing the difficulty of establishing the identity of the discipline around a coherent body of knowledge, suggesting the process of teaching and learning as a unifying field of disciplina.tratado from the point of view of one of the subjects own engeneral cognitive psychology and the psychology of instruction in particular.

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