02 Sep Identifying the essential tensions in teaching gifted students: How teacher beliefs influence classroom practice.
Identifying the essential tensions in teaching gifted students: How teacher beliefs influence classroom practice.
Workshop138Antonia (Toni) Szymanski, Western Kentucky University, Bowling Green, United States
AfricaFri 10:30 - 12:00
Balanced research and practice
This workshop seeks to connect research and practice through a discussion of theoretical tensions and practical classroom experiences which arise in teaching gifted students. We have two main objectives: create an engaging discussion about the tensions in teaching gifted students and facilitate conversation amongst participants on the ways in which these tensions influence classroom teaching. The central theme stemming from academic literature, will explore several areas that are at the heart of teaching and inform pedagogical decisions such as: Excellence vs. Equity, Coverage vs. Self-Discovery, Process vs. Product, and several other central tensions. The workshop seeks to raise critical awareness regarding the tensions that teachers face in order to understand their curricular choices as well as enriching pedagogical moments in order to create significant learning opportunities. Participants will leave the session with a greater awareness of their personal philosophies and how these beliefs influence their teaching practice.