Gifted And Talented Education

Universtiy of sheffield |
Gifted and talented education |
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Aura Ximena Crabb Zambrano |
3/13/2009 |

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I am Aura Ximena Crabb Zambrano, I am doing my project about Gifted andTalented Education, I did my first EPS assignment about Inclusion, in that assignment we mainly cover SEN provision. So learning about the other side of the spectrum seem natural to me, besides apersonal interest on how to make my lessons more differentiated, which at first I found very difficult task. Now seem to be more of an organic approach in my lesson planning, partly due to a very goodmentoring and partly due to the research to this assignment.
This is only an overview of what is cover under the umbrella of gifted and talented education, and how is particularly viewed and manage at aschool in North Yorkshire by Teachers. As such I try first to place Gifted and talented education in the historical context, then give a definition to move to its implications to education in generalto them see the case study of Penistone Grammar School. (PGS)
Throughout history, gifted and talented has been seen in different ways it was one thing for Greek philosophers, which believedknowledge could take you to a higher levels of consciences and reach nirvana as Plato would have describe it, to then in modern days the IQ test design for Benet, in order to choose the right people accordingto their intelligent coefficient. However Intelligence is a neuralgic topic as we as teachers very rarely like to impose such a tag on a pupil.
In recent years Schools had been made aware that theyshould care for all children `the no child left behind` policy means that teachers should also care for the more able children in their classrooms and not just focus their attention onto those withspecial needs or less able children that in numerous occasions would get all the attention for various reasons.
However, if not stretched Gifted children can resort to antisocial behaviour, than in...