1 / 47

EDUCATING THE GIFTED AND TALENTED -INTRODUCTION

EDUCATING THE GIFTED AND TALENTED -INTRODUCTION. BY ADEWALE SOLARIN. "There is nothing more unequal than the equal treatment of non-equals" T. Jefferson . The National Mathematical Centre (NMC) Gifted Education Project (GEP) . aims.

vanig
Télécharger la présentation

EDUCATING THE GIFTED AND TALENTED -INTRODUCTION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EDUCATING THE GIFTED AND TALENTED -INTRODUCTION BY ADEWALE SOLARIN

  2. "There is nothing more unequal than the equal treatment of non-equals" T. Jefferson

  3. The National Mathematical Centre (NMC) Gifted Education Project (GEP)

  4. aims • form an enduring partnership network amongst academics in Nigerian tertiary institutions and abroad on one hand • and leadership and stakeholders in Secondary and Primary Schools on the other,

  5. with immediate interests in enhancing mentorship programmes • for all gifted children identified through the instruments designed by NMC and her partners.

  6. The project's main goals • is to improve the quality of Gifted Education in Nigeria • to make Nigerian identified gifted children achieve their highest potentials • and be able to compete favourably with gifted children of the world in achievements. • EXAMPLES: MIKE & MIKE; PIUS

  7. this project will produce a new generation of Nigeria leadership who have internationally acclaimed reputations.

  8. The project will contribute to and, • pave the way for high quality world class education • capable of equipping the future professionals and scholars with the tools for becoming rigorous, world class • humanities, science and technology scholars and professionals.

  9. This is critical to productivity, growth, national competitiveness • and the diversification of the economy for the future.

  10. It is expected that the project will positively affect the quality of Nigeria’s participation in international knowledge and knowledge-based export.

  11. Ultimately, the project will rejuvenate the academia with internationally reputable scholars. • Lastly, the project will significantly contribute to vision 2020-20 drive.

  12. Problem Statement/Needs Assessment : • The class of gifted Nigerians, which forms 5% of the population, • has not received comparative attention as the rest of the population.

  13. this class of people has the potential to achieve more than the rest of the population, in terms of • inventions, innovations, improvements and development that will positively affect their environment.

  14. The formula is 5:95:1; • meaning 5% of the population • achieving 95% of inventions • with less than 1% of the investments.

  15. One of the criteria for assessing the quality of Gifted Education in a country • the consistent top ranking achievement of the citizens’ participation in international knowledge-based competitions

  16. So far Nigeria’s success has been sporadic and random. • The world black population is 10% of the world population. • Nigeria been a worthy representation of the black race, • it does follow that a Nigerian should consistently feature in top ten in most world knowledge-based competitions. • So far this has not been the case.

  17. Who are our dependable partners in achieving this goal?

  18. STATES MINISTRIES OF EDUCATION • UBEC • SUBEB • MILITARY EDUCATION CORP • PRIVATE SCHOOL PROPRIETORSHIP

  19. They are strategically positioned for this project because of • strategic location in cities with universities, • Colleges of Education and many research institutes • make mentorship programme with academicians very easy

  20. Who are the gifted and talented ?

  21. Students who are gifted excel, • or are capable of excelling, in one or more areas • such as general intelligence, specific academic studies, visual an • performing arts, physical ability, creative thinking, • interpersonal and intrapersonal skills.

  22. Giftedness in a student is commonly characterised by an advanced pace of learning, • quality of thinking or • capability for remarkably high standards of performance • compared to students of the same age.

  23. Although these students are capable of outstanding achievement, • the learning environment is pivotal to enabling them to demonstrate and develop their abilities.

  24. Students who are gifted are at risk of underachieving and • disengaging from learning if they are not identified and catered for appropriately.

  25. Left and Right Brain • Functions

  26. Although the cerebrum is symmetrical in structure, • with two lobes emerging from the brain stem and matching motor and sensory areas in each, • certain intellectual functions are restricted to one hemisphere.

  27. A person’s dominant hemisphere is usually occupied with language and logical operations, while the other hemisphere controls emotion and artistic and spatial skills. • In nearly all right-handed and many left-handed people, the left hemisphere is dominant.

  28. Approaches to fast tracking and enhancing independent learning for gifted children

  29. ACCELERATION • Acceleration is a system of allowing pupils an express route through the usual pace of schooling. It is also known as fast tracking, and, in the USA, as grade skipping. It can take two forms: • • Acceleration of cohorts. For example, pupils may be allowed to take one or more GCSEs early and thus to move on, in advance of their peers, to A-level work and university modules. When this involves obtaining an early qualification, it is known as fast tracking.

  30. • Acceleration of individuals, frequently known as accelerated learning. For example, they may be allowed to work with older pupils for some sections of the timetable or in some subjects. • The process of acceleration, depending on its design, can thus be one form of enrichment.

  31. ENRICHMENT • Enrichment, as Teare (1997) points out, has been variously described as • A higher quality of work than the norm for the age group; • Work covered in more depth; • A broadening of the learning experience;

  32. Promoting a higher level of thinking; • The inclusion of additional subject areas and/or activities; • The use of supplementary materials beyond the normal range of resources.’

  33. WHY IS ACCELERATION AN IMPORTANT FOCUS IN THE EDUCATION OF GIFTED AND TALENTED PUPILS? • By definition, some gifted and talented pupils at least are characterised by a tendency to develop and learn at a faster rate than their peers, Some would argue that this applies to all such pupils. • Acceleration is thus suited to the needs of these pupils. • It is also argued that at least some highly able pupils become bored, impatient and even disaffected if they are obliged to undertake lessons at the same rate or level as their peers. • Schools may feel under pressure, for example from parents or from high-profile cases in the media, to consider acceleration programmes.

  34. BENEFITS OF INTERNATIONAL COMPETITIONS

  35. ◄51th IMO 2010► PuisAjeOnah S SS 2 MOUNT SAINT GABRIEL SECONDARY SCHOOL, MAKURDI

  36. International Mathematical Olympiad 52ND IMO 2011 Chigozie Henry Aniobi, SSS 1, NIGERIAN-TURKISH INTERNATIONAL COLLEGE, KANO, NIGERIA

  37. 2009 WASCE TOP 100 PUPILS • ABEOKUTA GRAMMAR SCHOOL, ABEOKUTA • ADEYEMI COLL. OF EDUCATION DEM. SCH., ONDO • AIR FORCE SEC SCH, IKEJA • AIR FORCE SEC SCH, MAKURDI • AIR FORCE SEC SCH, PORT-HARCOURT • BAPTIST HIGH SCHOOL, JOS • BRITACH SEC SCH., UMUAHIA • CHRIST AMBASSADORS COLLEGE, IBADAN • CHRIST THE KING COLLEGE, GWAGWALADA, ABUJA • CHRIST THE REDEMER COLLEGE, VALLEY, SAGAMU • CHYVIK MODEL SECONDARY SCHOOL, OBECHIE

  38. COMMAND DAY SEC. SCHOOL, ODOGBO, IBADAN • CORONA SECONDARY SCHOOL, AGBARA • DANSOL HIGH SCHOOL, IKEJA • DE-WORLD INTERNATIONAL SEC. SCH., PORT-HARCOURT • FAITH ACADEMY, CANAAN LAND, OTA • FEDERAL GOVERNMENT ACADEMY, SULEJA • FEDERAL GOVERNMENT GIRLS COLLEGE, ONITSHA • FEDERAL GOVT. COLLEGE, IJANIKIN • FOUNTAIN HEIGHTS SECONDARY SCHOOL, SURULERE

  39. GRUNDTVIG INTERNATIONAL SEC SCH., OBA • HOLY CHILD COLLEGE, IKOYI • HOLY INNOCENTS JUNIORATE CONVENT, NKPOR • HOME SCIENCE ASSOCIATION SEC SCH., ALAKUKO • IMMACULATE COLLEGE, MAIDUGURI • INTERNATIONAL SCHOOL, UNILAG, AKOKA, LAGOS • JEPHTHAN COMP SEC SCHOOL, PORT-HARCOURT • JEVIC SCIENCE ACADEMY, UYO

  40. REDEEMER’S INTERNATIONAL SEC SCH, MARYLAND • SACRED HEART CATHOLIC COLLEGE, ABEOKUTA • SAINT BRIDGET’S COLLEGE, UMUEZE, ABA • SAINT CHRISTOPHER’S JUNIOR SEMINARY 3-3 ONITSHA • SAINT GREGORY’S COLLEGE, LAGOS • SAINT THOMAS COLLEGE, AKURE • SHARON ROSE COLLEGE, SAKI • ST. JUDE PRIVATE SEC SCH., FESTAC TOWN, LAGOS • ST. MICHEAL’S C.S.S., UMUEHILEGBU, UMUOCHAM • STELLA MARIS COLLEGE, LIFE CAMP, ABUJA

  41. THE INTERNATIONAL SCH. UNIVERSITY OF IBADAN, IBADAN • THE LAGOON SECONDARY SCHOOL, LEKKI • TRINITY INTERNATIONAL COLLEGE, OFADA • UNIVERSITY OF NIGERIA SEC SCH., NSUKKA • VIVIAN FOWLER MEM. COLLEGE FOR GIRLS, IKEJA • ZINNIA COLLEGE, IKEJA

  42. NATIONAL KNOWLEDGE FESTIVAL • ANNUAL • STATE HOSTING • SELECTING OF NATIONAL TEAMS • SUBJECTS

More Related