الخطة الدراسية لـ ماجستير تربية الموهوبين ... - الصفحة 18 - ملتقى طلاب وطالبات جامعة الملك فيصل,جامعة الدمام

أكاديمي جديد · 2011- 10- 4

اقتباس:

المشاركة الأصلية كتبت بواسطة يارب تهون

اعطوني ايميل الدكتور عبد الله الخغيمان الله يجزاكم خير ..

alju9390@nrcgc.org

أكاديمي جديد · 2011- 10- 4

السلام عليكم ...
أهلا بكن ...
خطة درس القراءات للتحضير كما وصلت من الدكتور ...

Dear Students,

I hope that this message finds you all well. Attached please find the lecture notes for this week on Grouping & Cooperative Learning. There are a lot of notes here - please do not worry or become too anxious by all the complex English - we will mostly be going over the main ideas, not the details.

I will be giving you feedback about your homework as well - please expect that tomorrow (Wed.). For future assignments, please write the homework in a separate Word (or OpenOffice) file and attach it to the email and please include the abstract for my reference - not just the answers. Also, please write your name in English on the homework file and in the email. Thank you for your cooperation and I look forward to seeing you all this week

Lecture Notes: Grouping / Cooperative Learning for the Gifted
Purposes of Grouping
There are four main purposes (reasons) for grouping:
(1) to ease the delivery of appropriately differentiated curriculum to learners with similar educational needs;
(2) to facilitate the use of appropriately differentiated instructional strategies to learners with similar educational needs;
(3) to facilitate addressing the differential affective (emotional) needs of these children in the most conducive manner; and
(4) to allow for learners of similar abilities or performance levels to learn from each other.
In general, grouping gifted learners tends to be the most effective and efficient means for schools to provide more challenging coursework, thereby giving these children access to advanced content and providing them with a peer group of similarly gifted students.

· Grouping is a strategy educators can use to allow gifted children access to learning at the level and complexity they need (Lawless, 1998; Rogers, 2006; Tieso, 2003).

· More importantly, it allows gifted children to learn with and make social connections with same aged peers who think and learn in the same ways they do.

· Grouping can also help to simplify already overburdened teachers’ lives by allowing them to focus more on the specific talent development needs they encounter in this potentially more homogeneous clustering.

Grouping Practices:

Grouping practices fall into two general categories: those strategies that gather children of similar potential or ability together (“ability grouping options”) and those strategies that gather children of similar performance or achievement levels together (“performance grouping options”). Placement in ability grouped options is usually accomplished through the use of tests of intelligence, ability, or aptitude.

Ability grouping options that are full-time include:
• Full-time gifted program– a program of services offered to a group of gifted children of the same or multiple grade levels, usually housed in a single school, in which all curriculum areas are appropriately challenging and complex

• Self-contained gifted classroom– full-time homogeneous classrooms, usually one homogeneous classroom distinct from several general classrooms at each grade level in the school in which all curriculum areas are appropriately challenging and complex
• Special or magnet school for the gifted– an entire building dedicated to addressing the needs of the gifted children who are housed there
• Cluster grouping– the top 5-8 gifted students at a grade level placed in a mixed ability classroom as a small group and are provided proportionate differentiated curriculum and instruction by a teacher with gifted training

Ability grouping options that are part-time include:
• Pull-out/send-out/withdrawal/resource room enrichment groups
• Like-ability cooperative groups within classrooms

Small, positive academic, social, and self-esteem effects are found for the part-time ability grouped options. Academically, if the learning in these options incorporates extensions of the general curriculum in a specific area or spends the greater part of the year in critical thinking or creative production, then more than a year’s growth in the focus area of the group will be accomplished (Rogers, 2002).

Performance grouping options include two daily (but subject-specific) options:

• Cluster performance grouping– the top performing 5-8 students in a specific core area, such as mathematics or reading/language arts are placed in an otherwise mixed ability class and are provided with differentiated curriculum and instruction in their single area of high performance
• Regrouping for specific instruction– the top performing students in a specific subject area, such as mathematics or English or science are placed in a high performance classroom and provided with accelerated and enriched content and skills in that area.

For both of these daily performance group options, the academic effects are substantial (depending upon the actual amount of compacting and differentiation that do occur for learners), and social and self-esteem effects are small but positive. Academically, students in these classes can gain from 1 ½ years’ to 1 ¾ years’ growth in the subject specific area for which they are grouped (Rogers, 2002).

Performance grouping options also include options that do not meet daily:
• Within-class/flexible grouping
• Like-performing cooperative learning
• Performance-based pull-out/send-out/withdrawal/resource room enrichment classes–

Controversy:
Myths abound that grouping these children damages the self-esteem of struggling learners, creates an “elite” group who may think too highly of themselves, and is actually undemocratic and, at times, racist. None of these statements have any founding in actual research, but the arguments about grouping continue. (Fiedler, Lange, & Winebrenner, 2002).

COOPERATIVE LEARNING FOR GIFTED STUDENTS

Cooperative Learning (CL) encompasses a variety of classroom practices which include the following attributes: group interdependence built around common goals, a focus on social skills or group dynamics, and individual accountability for material learned. Cooperative learning experiences can provide valuable opportunities to share ideas, practice critical thinking, and gain social skills.

Some educators and policy makers believe that gifted students should be kept in the general abilities classroom (heterogeneous ability setting) as they believe gifted students can benefit their lower ability peers (by serving as role models or class tutors). What is a problem with this idea?

When heterogeneous CL groups are the primary strategy in the classroom, gifted students’ needs may not be met.

Another risk for gifted learners is that they may become bored with the normal curriculum (which they may find too easy or too slow-paced).

Another risk for gifted learners is that they may experience bullying, teasing, and social isolation as a result of the social experience in CL settings.

Cooperative learning advocates often stress forming CL groups with students intentionally clustered by mixed abilities. When gifted students are included in these CL groups, special care must be taken to differentiate the tasks appropriately. When differentiation does not happen, gifted students may feel overburdened and responsible for the entire “workload” of the group.

When used in conjunction with an array of services to differentiate the education of gifted students, CL can be an appropriate strategy.

Source: www.nagc.org

بسمة أمـي · 2011- 10- 4

مشكورة خيتو ..
بس كان الافضل يرسها لنا امس او ع الاقل بوقت مبكر

بسمة أمـي · 2011- 10- 4

بنات رد عليكن د. الجغيمان ؟

بسمة أمـي · 2011- 10- 4

بالنسبة لماثيو آيش نذاكر بالضبط بالاختبارات ؟؟
هل فقط الي يرسلها على الايميل ؟؟؟
وكيف صيغ الاسئلة ؟؟ شكلي بجيب العييييد

شموخ السبيعي · 2011- 10- 5

بنننننات الله يجزاكم الجنه يارب
ابي استفسر متى التسجيل بالماجستير

ياليت تردون علي باقصى سرعه

بسمة أمـي · 2011- 10- 7

^
التسجيل ع السمستر الثاني

ـــ

طلاب طالبات تربية الموهبة
تم فتح تجمع (( بمجموعات قوقل ... ياليت تسجلو فيها ,,

فراشه · 2011- 10- 7

سلاااااام

ارسلت لكم رابط التجمع برسالة خاصة ...

بسمة أمـي · 2011- 10- 7

بحث اسس مالقيت شي يخصّه بالنت

وماثيو هل ارسل لكم الواجب ؟؟

أكاديمي جديد · 2011- 10- 9

اقتباس:

المشاركة الأصلية كتبت بواسطة بسمة أمـي

بحث اسس مالقيت شي يخصّه بالنت

وماثيو هل ارسل لكم الواجب ؟؟

بالنسبة لواجب د. ماثيو أرسله على البريد الإلكتروني

please find (3) abstracts on the following subject and try to answer all (5) questions below

Topic: Concepts of giftedness and gifted people

1. Who are the authors?

2. Is this a peer-reviewed journal article?

3. What is the journal and publication date?

4. Can you explain the research question? What are they trying to find out?

5. Is this an example of a qualitative, quantitative, or theoretical article?
وبحث الأسس يمكنك الرجوع للمراجع الأساسية للمادة واستخلاص المتطلب منها مع محاولة ربط أجزاءها ببعض .

بالتوفيق للجميع ...

2011- 10- 4	#172
أكاديمي جديد أكـاديـمـي الملف الشخصي: رقم العضوية : 86435 تاريخ التسجيل: Thu Sep 2011 المشاركات: 21 الـجنــس : أنـثـى عدد الـنقـاط : 68 مؤشر المستوى: 0 بيانات الطالب: الكلية: - الدراسة: غير طالب التخصص: - المستوى: خريج جامعي	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... السلام عليكم ... أهلا بكن ... خطة درس القراءات للتحضير كما وصلت من الدكتور ... Dear Students, I hope that this message finds you all well. Attached please find the lecture notes for this week on Grouping & Cooperative Learning. There are a lot of notes here - please do not worry or become too anxious by all the complex English - we will mostly be going over the main ideas, not the details. I will be giving you feedback about your homework as well - please expect that tomorrow (Wed.). For future assignments, please write the homework in a separate Word (or OpenOffice) file and attach it to the email and please include the abstract for my reference - not just the answers. Also, please write your name in English on the homework file and in the email. Thank you for your cooperation and I look forward to seeing you all this week Lecture Notes: Grouping / Cooperative Learning for the Gifted Purposes of Grouping There are four main purposes (reasons) for grouping: (1) to ease the delivery of appropriately differentiated curriculum to learners with similar educational needs; (2) to facilitate the use of appropriately differentiated instructional strategies to learners with similar educational needs; (3) to facilitate addressing the differential affective (emotional) needs of these children in the most conducive manner; and (4) to allow for learners of similar abilities or performance levels to learn from each other. In general, grouping gifted learners tends to be the most effective and efficient means for schools to provide more challenging coursework, thereby giving these children access to advanced content and providing them with a peer group of similarly gifted students. · Grouping is a strategy educators can use to allow gifted children access to learning at the level and complexity they need (Lawless, 1998; Rogers, 2006; Tieso, 2003). · More importantly, it allows gifted children to learn with and make social connections with same aged peers who think and learn in the same ways they do. · Grouping can also help to simplify already overburdened teachers’ lives by allowing them to focus more on the specific talent development needs they encounter in this potentially more homogeneous clustering. Grouping Practices: Grouping practices fall into two general categories: those strategies that gather children of similar potential or ability together (“ability grouping options”) and those strategies that gather children of similar performance or achievement levels together (“performance grouping options”). Placement in ability grouped options is usually accomplished through the use of tests of intelligence, ability, or aptitude. Ability grouping options that are full-time include: • *Full-time gifted program– a program of services offered to a group of gifted children of the same or multiple grade levels, usually housed in a single school, in which all curriculum areas are appropriately challenging and complex • Self-contained gifted classroom– full-time homogeneous classrooms, usually one homogeneous classroom distinct from several general classrooms at each grade level in the school in which all curriculum areas are appropriately challenging and complex • Special or magnet school for the gifted– an entire building dedicated to addressing the needs of the gifted children who are housed there • Cluster grouping– the top 5-8 gifted students at a grade level placed in a mixed ability classroom as a small group and are provided proportionate differentiated curriculum and instruction by a teacher with gifted training Ability grouping options that are part-time* include: • *Pull-out/send-out/withdrawal/resource room enrichment groups* • *Like-ability cooperative groups within classrooms* Small, positive academic, social, and self-esteem effects are found for the part-time ability grouped options. Academically, if the learning in these options incorporates extensions of the general curriculum in a specific area or spends the greater part of the year in critical thinking or creative production, then more than a year’s growth in the focus area of the group will be accomplished (Rogers, 2002). Performance grouping options include two daily (but subject-specific) options: • *Cluster performance grouping– the top performing 5-8 students in a specific core area, such as mathematics or reading/language arts are placed in an otherwise mixed ability class and are provided with differentiated curriculum and instruction in their single area of high performance • Regrouping for specific instruction– the top performing students in a specific subject area, such as mathematics or English or science are placed in a high performance classroom and provided with accelerated and enriched content and skills in that area. For both of these daily performance group options, the academic effects are substantial (depending upon the actual amount of compacting and differentiation that do occur for learners), and social and self-esteem effects are small but positive. Academically, students in these classes can gain from 1 ½ years’ to 1 ¾ years’ growth in the subject specific area for which they are grouped (Rogers, 2002). Performance grouping options also include options that do not meet daily: • Within-class/flexible grouping* • *Like-performing cooperative learning* • *Performance-based pull-out/send-out/withdrawal/resource room enrichment classes– Controversy:* Myths abound that grouping these children damages the self-esteem of struggling learners, creates an “elite” group who may think too highly of themselves, and is actually undemocratic and, at times, racist. None of these statements have any founding in actual research, but the arguments about grouping continue. (Fiedler, Lange, & Winebrenner, 2002). COOPERATIVE LEARNING FOR GIFTED STUDENTS Cooperative Learning (CL) encompasses a variety of classroom practices which include the following attributes: group interdependence built around common goals, a focus on social skills or group dynamics, and individual accountability for material learned. Cooperative learning experiences can provide valuable opportunities to share ideas, practice critical thinking, and gain social skills. Some educators and policy makers believe that gifted students should be kept in the general abilities classroom (heterogeneous ability setting) as they believe gifted students can benefit their lower ability peers (by serving as role models or class tutors). *What is a problem with this idea? When heterogeneous* CL groups are the primary strategy in the classroom, gifted students’ needs may not be met. Another risk for gifted learners is that they may become bored with the normal curriculum (which they may find too easy or too slow-paced). Another risk for gifted learners is that they may experience bullying, teasing, and social isolation as a result of the social experience in CL settings. Cooperative learning advocates often stress forming CL groups with students intentionally clustered by mixed abilities. When gifted students are included in these CL groups, special care must be taken to differentiate the tasks appropriately. When differentiation does not happen, gifted students may feel overburdened and responsible for the entire “workload” of the group. When used in conjunction with an array of services to differentiate the education of gifted students, CL can be an appropriate strategy. Source: *www.nagc.org*

2011- 10- 4	#173
بسمة أمـي أكـاديـمـي ذهـبـي الملف الشخصي: رقم العضوية : 5629 تاريخ التسجيل: Tue Apr 2008 المشاركات: 656 الـجنــس : أنـثـى عدد الـنقـاط : 986 مؤشر المستوى: 72 بيانات الطالب: الكلية: جامعة الملك فيصل الدراسة: انتظام التخصص: ماجستير فيزياء المستوى: المستوى الثاني	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... مشكورة خيتو .. بس كان الافضل يرسها لنا امس او ع الاقل بوقت مبكر

2011- 10- 4	#174
بسمة أمـي أكـاديـمـي ذهـبـي الملف الشخصي: رقم العضوية : 5629 تاريخ التسجيل: Tue Apr 2008 المشاركات: 656 الـجنــس : أنـثـى عدد الـنقـاط : 986 مؤشر المستوى: 72 بيانات الطالب: الكلية: جامعة الملك فيصل الدراسة: انتظام التخصص: ماجستير فيزياء المستوى: المستوى الثاني	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... بنات رد عليكن د. الجغيمان ؟

2011- 10- 4	#175
بسمة أمـي أكـاديـمـي ذهـبـي الملف الشخصي: رقم العضوية : 5629 تاريخ التسجيل: Tue Apr 2008 المشاركات: 656 الـجنــس : أنـثـى عدد الـنقـاط : 986 مؤشر المستوى: 72 بيانات الطالب: الكلية: جامعة الملك فيصل الدراسة: انتظام التخصص: ماجستير فيزياء المستوى: المستوى الثاني	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... بالنسبة لماثيو آيش نذاكر بالضبط بالاختبارات ؟؟ هل فقط الي يرسلها على الايميل ؟؟؟ وكيف صيغ الاسئلة ؟؟ شكلي بجيب العييييد

2011- 10- 5	#176
شموخ السبيعي أكـاديـمـي الملف الشخصي: رقم العضوية : 89892 تاريخ التسجيل: Wed Oct 2011 العمر: 34 المشاركات: 3 الـجنــس : أنـثـى عدد الـنقـاط : 50 مؤشر المستوى: 0 بيانات الطالب: الكلية: كلية التربيه الدراسة: انتظام التخصص: تاريخ المستوى: خريج جامعي	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... بنننننات الله يجزاكم الجنه يارب ابي استفسر متى التسجيل بالماجستيرياليت تردون علي باقصى سرعه

2011- 10- 7	#177
بسمة أمـي أكـاديـمـي ذهـبـي الملف الشخصي: رقم العضوية : 5629 تاريخ التسجيل: Tue Apr 2008 المشاركات: 656 الـجنــس : أنـثـى عدد الـنقـاط : 986 مؤشر المستوى: 72 بيانات الطالب: الكلية: جامعة الملك فيصل الدراسة: انتظام التخصص: ماجستير فيزياء المستوى: المستوى الثاني	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... ^ التسجيل ع السمستر الثاني ـــ طلاب طالبات تربية الموهبة تم فتح تجمع (( بمجموعات قوقل ... ياليت تسجلو فيها ,,

2011- 10- 7	#178
فراشه متميزه في ملتقى الدراسات العليا والبحث العلمي الملف الشخصي: رقم العضوية : 5720 تاريخ التسجيل: Mon May 2008 المشاركات: 1,343 الـجنــس : أنـثـى عدد الـنقـاط : 248 مؤشر المستوى: 79 بيانات الطالب: الكلية: جامعة الملك فيصل الدراسة: انتظام التخصص: طالب المستوى: دراسات عليا	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... سلاااااام ارسلت لكم رابط التجمع برسالة خاصة ...

2011- 10- 7	#179
بسمة أمـي أكـاديـمـي ذهـبـي الملف الشخصي: رقم العضوية : 5629 تاريخ التسجيل: Tue Apr 2008 المشاركات: 656 الـجنــس : أنـثـى عدد الـنقـاط : 986 مؤشر المستوى: 72 بيانات الطالب: الكلية: جامعة الملك فيصل الدراسة: انتظام التخصص: ماجستير فيزياء المستوى: المستوى الثاني	رد: الخطة الدراسية لـ ماجستير تربية الموهوبين ... بحث اسس مالقيت شي يخصّه بالنت وماثيو هل ارسل لكم الواجب ؟؟

الذين يشاهدون محتوى الموضوع الآن : 1 ( الأعضاء 0 والزوار 1)

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