Gifted Simulation Analysis

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One of the main criteria I would use to evaluate the suitability of a specific simulation is whether or not the simulation involves higher order thinking. One of the traits that “differentiates gifted students from their age peers is their exceptional capacity to perceive information and use it productively” (Parks, 2009, p. 261). As a teacher, we are “challenged to select or design instruction to teach reasoning processes that are abstract, sometimes requiring a technical understanding of logic” (Parks, 2009, p. 262). By evaluating the simulation, does it take information that gifted students understand already to a different level that might challenge them in many different aspects? If it doesn’t, and is just a computer activity that …show more content…
The first is the active involvement. Many times, you can use a simulation for the students to understand specific topics more thoroughly than a worksheet. In my experience, if you have the opportunity for a student to do an assignment where there is interaction then they remember the topic better because they can relate the situation. In addition, when you are doing work/debate/questions not everyone has to be active, but in many effective simulations everyone has to be active because they require a response in order to complete the …show more content…
How should a simulation designed for all children be differentiated for gifted students?
Well-structured simulations are effective for gifted students because it helps to provide the “intellectual ‘jolt’…in learning how to learn can be amazing” (Sisk, 2009, p. 617). Many times assignments are given and the students may or may not be challenged. However, an effective simulation can stimulate the student into a dynamic learning environment where they can practice “interactive negotiation, persuasive communication, decision making, and creative problem solving” (Sisk, 2009, p. 617). This enables the students to take an issue, understand it and apply it all things need to be effective in gifted learning.
For a simulation to be differentiated, for gifted learners, you as the teacher need to be flexible. For a gifted student in addition to the simulation, you might have a debriefing to discuss what was found. In addition, you can build on their knowledge but put them in a role that they have more critical thinking skills being applied, thus allowing the “individual’s skills are(being) matched to the challenges being faced” (Sisk, 2009, p. 599). This would allow for everyone to learn the concept but be challenged according to their ability

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