Apply scaffolding and social group-investigation models in gifted classrooms¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The essay recommends scaffolding, invented by Wood, Bruner, and Ross in 1976 to describe tutorial interaction between an adult and a child, as a curriculum-design framework for gifted classrooms because it allows direct monitoring of progress and gears current learning toward potential learning. It also endorses group investigation and thinking actively in a social context models, in which "Mutually beneficial activities are emphasized, self-efficacy promoted, and students' unique abilities and learning goals are respected."

Design Implications¶

Context¶

Requirements¶

• Implementation in conjunction with a solid system of recording student success

Constraints¶

• The essay presents these as applicable models, not as tested interventions in gifted settings

Target Learners¶

• gifted students in self-contained or classroom settings

Target Learning Goals¶

• development of higher levels of thinking through social transaction

Affordances¶

• Sociocultural Theory Gifted Education Framework

Related Strategies¶

• Use dynamic assessment to identify gifted learners' potential
• Prepare novice teachers of the gifted in the sociocultural context of the gifted classroom

Examples¶

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Key Sources¶

• McGlonn-Nelson, K. (2005). Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education. The Journal of Secondary Gifted Education, 17(1), 48-55. https://eric.ed.gov/?id=EJ746045. doi:10.4219/jsge-2005-391