Nigeria's free digital learning hub. Videos, lecture notes, practice questions and leaderboards aligned with CCMAS, NBTE, NCCE, WAEC, NECO, IJMB and JAMB curricula.
Loading
Nigeria's free digital learning hub. Videos, lecture notes, practice questions and leaderboards aligned with CCMAS, NBTE, NCCE, WAEC, NECO, IJMB and JAMB curricula.
Educational Management · 300 Level
This is the complete lecture note for ESP 314 Meeting and nurturing gifted learners, prepared for Educational Management students at 300 Level. You can read it online below, open it in the full viewer, or download the PDF for offline study. It pairs with the course's video lectures, so you can read and watch together.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Series 1 Course Code: ESP 314 Course Title: Meeting and Nurturing Gifted Learners. Course Credit load: 2 Units List Series: Series 1: Foundations of Gifted and Talented Education. Series 2: Identification and Classification of Gifted Learners. Series 3: Personality and Emotional Stability in Gifted Learners. Series 4: Curriculum Modification and Educational Adaptations for the Gifted. Series 5: Specialized Programmes and Schooling for Gifted Learners. Parts Outline for Series 1 Part 1.1: Concept of Giftedness and Talent Definition of Giftedness and Talent Historical Perspectives on Gifted Education Contemporary Views and Global Perspectives Part 1.2: Characteristics of Gifted and Talented Learners 1.2.1 Cognitive Characteristics 1.2.2 Emotional and Social Characteristics 1.2.3 Behavioural Manifestations Part 1.3: Importance of Meeting and Nurturing Gifted Learners 1.3.1 Rationale for Special Attention to Gifted Learners 1.3.2 Challenges in Nurturing Gifted Learners 1.3.3 Benefits of Proper Educational Support Introduction Gifted and talented learners often stand out in classrooms because of their exceptional abilities, unique ways of thinking, and distinctive emotional and social needs. While their potential can be remarkable, it requires careful nurturing to ensure that these learners thrive both academically and personally. This Series sets the foundation for understanding who gifted learners are, why they matter in education, and how their presence shapes the teaching and learning process. By
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS beginning here, you will be well prepared to explore the more specific aspects of identification, personality, curriculum adaptation, and specialised programmes in later Series. The aim of this Series is to introduce you to the fundamental concepts of giftedness and talent, to highlight the defining characteristics of gifted learners, and to establish the importance of meeting and nurturing their needs within educational contexts. We shall commence this Series by examining the concept of giftedness and talent, including definitions, historical perspectives, and contemporary views. Next, we will explore the characteristics of gifted and talented learners, focusing on their cognitive, emotional, social, and behavioural manifestations. Finally, we will wrap up by considering the importance of meeting and nurturing gifted learners, discussing the rationale, challenges, and benefits of providing appropriate educational support. This progression will give you a strong foundation for the subsequent Series in the course. Series Learning Outcomes Upon completing this Series, you should be able to: SLO 1.1: define the concept of giftedness and talent in educational contexts, SLO 1.2: explain historical perspectives and contemporary views on gifted and talented education, SLO 1.3: analyse the cognitive, emotional, social, and behavioural characteristics of gifted and talented learners, and SLO 1.4: evaluate the importance of meeting and nurturing gifted learners, including the rationale, challenges, and benefits of providing appropriate educational support. 1.1 Concept of Giftedness and Talent 1.1.1 Definition of giftedness and talent The term giftedness refers to exceptional natural abilities or aptitudes in one or more areas such as intellectual, creative, artistic, or leadership capacity. A talent is a developed skill or proficiency in a specific domain, often nurtured through practice and education. While giftedness is often innate, talent may emerge as giftedness is cultivated through opportunities and support. Gifted learners are those who demonstrate high performance capability compared to peers of the same age, experience, or environment. They often require educational programmes beyond the regular curriculum to fully realise their potential. Fill in the blank: Giftedness is often described as an exceptional ______ ability that sets a learner apart from peers.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Figure 1.1 Relationship between giftedness and talent. 1.1.2 Historical perspectives on gifted education The recognition of gifted learners dates back to ancient civilisations. For example, Greek philosophers such as Plato emphasised the importance of nurturing exceptional minds for leadership and societal progress. In more recent centuries, educational systems began to formally identify and support gifted learners, particularly in the 19th and 20th centuries, when intelligence testing gained prominence. The development of intelligence tests by Alfred Binet in the early 1900s marked a turning point in identifying gifted learners. These tests provided a measurable way to classify individuals according to intellectual ability, although they were not without limitations. Fill in the blank: The first widely recognised intelligence test was developed by ______ Binet in the early 20th century.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Plate 1.1 Alfred Binet and early intelligence testing” 1.1.3 Contemporary views and global perspectives Today, giftedness is understood as a multidimensional concept that goes beyond intelligence quotient (IQ). It includes creativity, problem-solving ability, leadership, and socio-emotional skills. Many educational frameworks now adopt a holistic approach, recognising that gifted learners may excel in diverse areas and require varied forms of support. Globally, countries have developed different models for identifying and nurturing gifted learners. For instance, the United States often uses standardised testing and specialised programmes, while some European countries emphasise inclusive classroom strategies. In Africa, efforts are increasingly focused on integrating gifted education into broader educational reforms. Fill in the blank: Contemporary perspectives on giftedness highlight not only intellectual ability but also ______ and socio-emotional skills.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Box 1.1 Selected global approaches to gifted education Pilot Questions 1.1 Who is credited with developing the first widely recognised intelligence test? Define the difference between giftedness and talent. Identify two characteristics that distinguish contemporary views of giftedness from historical perspectives. Explain why gifted learners often require educational programmes beyond the regular curriculum. State one global approach to gifted education and its main feature. 1.2 Characteristics of Gifted and Talented Learners 1.2.1 Cognitive characteristics Gifted learners often display advanced cognitive abilities, which means they can process information more quickly, solve complex problems, and demonstrate exceptional memory. They may grasp abstract concepts earlier than their peers and show a strong capacity for logical reasoning. These learners frequently exhibit curiosity and a desire to explore topics in depth, sometimes beyond the standard curriculum. Fill in the blank: Gifted learners often demonstrate advanced ______ abilities, enabling them to grasp abstract concepts earlier than peers.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Figure 1.2 Cognitive traits of gifted learners. 1.2.2 Emotional and social characteristics Gifted learners may experience heightened emotional sensitivity, defined as an increased awareness and responsiveness to their own feelings and those of others. This can make them empathetic, but it may also lead to challenges such as anxiety or perfectionism. Socially, they may prefer interacting with older peers or adults, as they often find it difficult to relate to age-mates who do not share their interests or abilities. Fill in the blank: Gifted learners often show heightened ______ sensitivity, which can make them empathetic but also prone to anxiety.
LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Plate 1.2 Emotional and social sensitivity in gifted learners. 1.2.3 Behavioural manifestations Gifted learners may exhibit distinctive behavioural manifestations, defined as outward signs of their abilities and interests. These can include intense focus on preferred activities, advanced use of language, and creative expression through art, music, or writing. At times, their behaviour may be misinterpreted as disruptive, especially if they become bored with routine tasks or resist repetitive learning. Fill in the blank: Behavioural manifestations of gifted learners may include advanced use of ______ and creative expression.
This is the opening of the note. Read the full note or download the PDF to continue.
