Not exact matches
Recent research monographs published by the National Research Center on the Gifted and Talented (The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269 - 2007) provide essential information to families of gifted and highly gifted children concerning
ability grouping,
cooperative learning, and acceleration.
Gifted educators disagreed with proponents of
cooperative learning concerning student needs and disagreed with middle - school educators on the value of
ability grouping and the social consequences of being labeled gifted.
In
cooperative learning groups the person with the strongest personality and highest academic
ability usually takes control of the
group immediately.
And if students develop confidence in their
ability to work with others because of their positive school experiences in
cooperative learning groups, they'll probably become the team players and collaborative leaders so sought after by today's employers.
From participation in
cooperative learning activities, students with emotional disorders can (1)
learn from positive role models how to control emotions and behave appropriately in
group settings; (2) develop sensitivity to the needs of others and understand people «as individuals rather than as stereotypical members of a particular
group»; 14 (3) increase their
ability for self - direction; (4) increase their interest in
learning; and (5) gain an increase in self - esteem.15 Likewise, students who are not disabled are given the opportunity to become more understanding and accepting of students who are emotionally behaviorally disordered.
When gifted students are placed in mixed -
ability groups for
cooperative learning, they frequently become tutors.