{"id":24456,"date":"2023-06-14T14:26:10","date_gmt":"2023-06-14T14:26:10","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=24456"},"modified":"2023-12-06T16:02:34","modified_gmt":"2023-12-06T16:02:34","slug":"giftedness-and-talent-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/giftedness-and-talent-what-to-do-and-what-to-avoid\/","title":{"rendered":"Giftedness and Talent – \u200b\u200bWhat to do and what to avoid"},"content":{"rendered":"
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Giftedness and Talent – What to do and what to avoid<\/h1>\n

Quick Guide for Teachers – Lower Secondary School<\/strong><\/p>\n<\/div>\n


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The term giftedness is used to describe a set of genetic<\/strong>, psychological and behavioral characteristics that characterize gifted children and young people<\/strong>, who make up about 2% of the school population. The gifted child has a different intelligence<\/strong>, not only quantitatively but also qualitatively<\/strong>: a different functioning mode, which is characterized by the ability to think in a divergent and creative way, solve complex problems, think abstractly, learn quickly by processing a large amount of data faster than the others.<\/p>\n

The volume Giftedness and talent – What to do and what to avoid <\/em>presents useful suggestions and indications for lower secondary school teachers to involve and enhance gifted pupils at school<\/strong> and respond to their cognitive and socio-emotional needs<\/strong> by proposing concrete indications on what to do and what to avoid in class.<\/strong><\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS<\/p>\n

The book is divided into 15 chapters grouped into two macro-areas: cognitive needs and socio-emotional needs,<\/strong> and analyzes the needs found in gifted children <\/strong>in the lower secondary school<\/strong> age group, but which can also be observed in primary school students and in secondary school students (and beyond).<\/p>\n

What to do and what to AVOID<\/strong><\/p>\n

The reason for the behavior is explained at the beginning of the chapter <\/strong>in a few concise sentences (Why does he\/she do this?<\/em>), followed by simple and clear indications for the teacher<\/strong> on the attitudes and strategies to follow and to avoid (What to do, What to AVOID<\/em>). Finally, tools and strategies<\/strong> are provided on How to intervene<\/em> regarding some crucial aspects. At the end of each chapter there is Expert advice<\/em>, with practical suggestions<\/strong> to be implemented immediately.<\/p>\n

Each chapter:<\/strong><\/p>\n<\/div>\n<\/div>\n

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At the beginning of each chapter, a drawing<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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\u2022 Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em>
\n\u2022 Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/div>\n<\/div>\n

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\u2022 A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.
\n<\/em>\u2022 The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/p>\n<\/div>\n

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Each chapter closes with The expert advice<\/em>: reflections<\/strong> to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n

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Leaf through some pages that have been translated into English to facilitate your evaluation:<\/strong><\/p>\n<\/div>\n

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