SEMESTER 2
ASSIGNMENT 02
COMPULSORY
Unique no.: 558032
Due date: 15 September 2015 (EXTENDED TO 16 OCTOBER)
2.1 Observe a gifted learner in the class or playground. Discuss in detail if the
gifted learner’s behavior differs from the group and if so, how does it differ?
(10)
Refer to pages 50-54 in your study guide on the gifted learner. I strongly encourage
you to make your own notes or summaries on the characteristics of the gifted
learner. This should include:
Describe the learner’s behaviour and how it differs.
How the teacher should support the gifted learner (2.2.6).
Who the gifted learner is (2.2.6.1).
Kokot’s (1992) guidelines to identify the gifted learner in the classroom.
How to implement educational support (2.2.6.2).
The educational philosophy for giftedness.
The teaching strategies.
Who is a gifted learner?
The definitions clearly indicate that giftedness must be understood to be a
multifaceted concept which refers to more than a single type of gift. Kokot
(1992:49±59) specifies the following guidelines which should be used to identify the
gifted learner in the classroom:
Learners manifesting superior general intellectual potential are often regarded
as gifted.
We usually identify intellectually gifted learners by means of a specific IQ
score and a demonstrated ability in most school subjects.
These learners are characterised by their extensive general knowledge and
vocabularies, and their excellent memories and abstract thinking skills.
Learners manifesting exceptional aptitude and interest in a specific academic
field.
1
ASSIGNMENT 02
COMPULSORY
Unique no.: 558032
Due date: 15 September 2015 (EXTENDED TO 16 OCTOBER)
2.1 Observe a gifted learner in the class or playground. Discuss in detail if the
gifted learner’s behavior differs from the group and if so, how does it differ?
(10)
Refer to pages 50-54 in your study guide on the gifted learner. I strongly encourage
you to make your own notes or summaries on the characteristics of the gifted
learner. This should include:
Describe the learner’s behaviour and how it differs.
How the teacher should support the gifted learner (2.2.6).
Who the gifted learner is (2.2.6.1).
Kokot’s (1992) guidelines to identify the gifted learner in the classroom.
How to implement educational support (2.2.6.2).
The educational philosophy for giftedness.
The teaching strategies.
Who is a gifted learner?
The definitions clearly indicate that giftedness must be understood to be a
multifaceted concept which refers to more than a single type of gift. Kokot
(1992:49±59) specifies the following guidelines which should be used to identify the
gifted learner in the classroom:
Learners manifesting superior general intellectual potential are often regarded
as gifted.
We usually identify intellectually gifted learners by means of a specific IQ
score and a demonstrated ability in most school subjects.
These learners are characterised by their extensive general knowledge and
vocabularies, and their excellent memories and abstract thinking skills.
Learners manifesting exceptional aptitude and interest in a specific academic
field.
1
