{"id":6747,"date":"2023-06-02T13:21:40","date_gmt":"2023-06-02T03:21:40","guid":{"rendered":"https:\/\/www.thebuzz.net.au\/mscw\/?post_type=article&p=6747"},"modified":"2023-06-02T13:21:40","modified_gmt":"2023-06-02T03:21:40","slug":"gifted-and-talented-report-31","status":"publish","type":"article","link":"https:\/\/www.thebuzz.net.au\/mscw\/article\/gifted-and-talented-report-31\/","title":{"rendered":"Gifted and Talented Report"},"content":{"rendered":"

\"\"<\/a>How are Newman students enriched in their classes?<\/b><\/h4>\n

In Newman classes students can expect to be challenged through higher order thinking. This involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher\u2019s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.<\/span><\/p>\n

Thinking should be deep! Deep knowledge involves establishing relatively complex connections to central concepts. Knowledge is shallow, thin or superficial when it is not connected with significant concepts or central ideas of a topic i.e students just receive or recite factual information through repetitive routines.<\/span><\/p>\n

If the needs of high-ability students are not met, they can become disengaged. If the learning is too easy, high-ability students may not develop persistence, which is often referred to as ‘grit’ in psychology.\u00a0<\/span><\/p>\n

Cathcart (2005) provides a list of the needs of high-ability students:<\/span><\/p>\n