Professional qualification groups of public sector employees. Professional qualification groups. Ya.a. stories, n.n. Kondratyeva, A.L. bakulev

Coaching
	Education of talented and gifted children
	-Ability to organize work with gifted children for their successful development- be able to identify a student’s giftedness and distinguish giftedness from talent;
	Preservation high self-esteem a gifted child, directly related to the development of curiosity and, in general, to the development of personality; - be able to identify truly naturally gifted children among students who show high achievements (sometimes thanks to forced “coaching” from parents, tutors, and teachers).

Warm up. Exercise "Butterflies" Instructions: Participants are divided into pairs, the first of the pair becomes an adult, the second becomes a child.B) We offer personal and business qualities that the teacher encounters in his students. Mark “+” those qualities that you like in students, and sign“- ” what you don’t like.

• Disciplined.

• Uneven achiever.

• Organized.

• Out of step with the general tempo.

• Erudite.

• Strange in behavior, incomprehensible.

• Able to support a common cause.

• Jumping out in class with ridiculous remarks.

• Consistently successful.

• Busy exclusively with his own affairs.

• Fast, “on the fly” grasping.

• Unable to communicate, conflict-ridden.

• Easy to communicate with, pleasant to talk to.

• Sometimes slow-witted, sometimes unable to understand the obvious.

• Expresses his thoughts clearly and understandably for everyone.

• Not always willing to obey the majority or the official leader.

Task 2. Video “Teacher” (parable) Gifted children Asked the artists Tokmakov: Sixth grades. Tokmakov In tenth grade Tokmakov But the guys really are, V. Berestov Task 3. Questionnaire “How to recognize giftedness.” Fill out a form for one of the students. Gifted children - children recognized educational system superior to the level of intellectual development of other children of their age. The abilities of such children relate to all areas of intellectual activity. Giftedness – level of development of abilities that determines the range activities in which a person can achieve great success. Gifted children - children who show general or special talent - for music, drawing, technology, etc., which is diagnosed by the pace of being ahead of their peers, all other things being equal. Gifting is the same as talent : 1) outstanding innate qualities, special natural data; 2) high level development of abilities, especially special abilities. Talent should be judged by the results of activities, which should be distinguished by fundamental novelty and originality of approach. Creation - activity that generates something qualitatively new and distinguished by uniqueness, originality and socio-historical uniqueness. Creativity (from Latin - from creation) - the ability to generate unusual ideas, deviate from traditional thinking patterns, quickly solve problem situations.Questionnaire “How to recognize giftedness” L.G. Kuznetsova, L.P. Sverch Purpose of the questionnaire “How to recognize giftedness”: identify the area of ​​a child’s giftedness, the degree of expression of certain abilities in the child.it is not known when he managed to learn deftly handle skates and skis, balls and clubs;better than many other peers physically developed and coordinated in movements, moves easily, plastically, gracefully; isn't shy expressing one's own opinion even about classical works does not lose heart and does not give up on work for a short time if his invention or project is not supported or ridiculed. performs with great desire in front of the audience; flexible and open to everything; If the child...reasons well, thinks clearly and understands unsaid , captures the reasons for people’s actions;much better and wider informed than peers;
(Ks) = (B:U) * 100%, where B – score obtained for each ability scale separately;
Task 4. “Gingerbread” of learning disabilities Portrait of a gifted childand problems of a gifted child. (G group work)
Task 5. Subgroups are asked to solve problems by giftedness. 2. Can children from dysfunctional families, With deviant behavior? (justify your answer) Task 6. Presentation. " Tips for teacher development creativity in gifted children."
Task 7. Reflection. Csikszentmihalyi Table + Californian sandwichThe outstanding Czech teacher J. Korczak defined 4type of educational environments, based on 2 parameters: freedom and activity.

• Dogmatic. Low performance freedom and activity. It does not welcome initiative, everything is clearly regulated, strict discipline, focused on global values. (school)

• Serene. Low activity, but a lot of freedom. Special item concerns - health and children's well-being. This environment is not focused on any achievements. (kindergarten)

• Career. Activity is encouraged, but within clear limits. In this environment there is competition and the winners are celebrated. It is socially oriented, there is a lot of tension and struggle in it. (school)

• Creative. Lots of activity and freedom. The spirit of innovation reigns, everything new is encouraged. Society is wary of such manifestations, but it is thanks to them that it exists. (school of the future)

So, if you look at the problem of gifted children in the context of educational environments, it is clear that in a dogmatic environment they simply will not be able to develop, it is death for them. In serene th- giftedness will not be developed. In career-l easy only for ambitious children. Thus, only a creative environment meets the requirements for the development of giftedness.For teachers working with gifted children, take into account that the factor depending on the teacher isis the provision further development, creating favorable conditions for the development of giftedness.Main educational purpose, proclaimed in new educational standards are the creation of conditions for human realization. A lot of criticism can be expressed about the way the reforms are going, but the strategic line does not raise doubts about its correctness and compliance with the spirit of the times. Therefore, the issue of interaction between a teacher and a gifted child must be considered in a broad context.Characteristics of gifted children (suggested K. Tekex). - O neither have the ability to perceive connections between phenomena and objects and draw conclusions; they like to create alternative systems in their imagination.- some gifted children have increased mathematical abilities in terms of calculations and logic, one hundred can affect their progress ss in reading. - gifted children often developnegative self-perception, difficulties arise in communicating with peers.- the vision of gifted children (under 8 years of age) is often unstable, they have difficulty changing focus at close range on far (from the desk to the board).Most often, smart, understanding, and quick-witted children are considered gifted children. And if you distinguish well among the various signs of giftedness developed thinking as the most significant feature, your opinion coincides with the point of view of a number of scientists ( A.A.Lublinskaya, A.I.Makarova and etc.). IN last years Science has made significant progress in the study of children's giftedness. Researchers are increasingly convinced that identifying giftedness with a high level of development of thinking is incorrect. Intelligence does not exist on its own. And success and achievements often depend on emotional mood, feelings, interests, needs, will, perseverance and much more that relates to personal characteristics person. Many researchers believe that giftedness is a special personality type. 1. Dislike for school.This attitude often arises because training program boring and uninteresting for a gifted child. Behavioral disorders in gifted children may will appear because the curriculum does not match their abilities. 2. Gaming interests.Gifted children like challenging games and those that their peers of average abilities are interested in are uninteresting. As a result, the gifted child finds himself isolated and withdraws into himself. 3. Conformity. Gifted children, rejecting standard requirements, are thus not inclined to conformism, especially if these standards run counter to their interests or seem meaningless.4. Immersion in philosophical problems.It is common for gifted children to think about such phenomena as death, afterlife, religious beliefs and philosophical problems, in much to a greater extent than for the average child. 5. Discrepancy between physical, intellectual and social development.Gifted children often prefer to socialize and play with older children. Because of this, it is sometimes difficult for them to become leaders, since they are inferior to the latter in physical development. 6. The pursuit of excellence ( perfectionism). Gifted children are characterized by an internal need for perfection. They do not rest until they reach the highest level. This property manifests itself very early.7. Feeling of dissatisfaction.This attitude towards themselves is associated with the characteristic of gifted children to achieve excellence in everything they do. They are critical of their own achievements, oftendissatisfied, hence the feeling of inadequacy and low self-esteem. 8. Unrealistic goals.Gifted children often set high goals for themselves. Not being able to achieve them, they begin to worry. On the other hand, the desire for excellence is the force that leads to high achievements. 9. Hypersensitivity.Because gifted children are more receptive to sensory stimuli and have a better understanding of relationships and connections, they tend to be critical not only of themselves, but also of those around them. Gifted child more vulnerable, he often perceives words or non-verbal signals as manifestations of rejection of himself by others.10. Need for adult attention.Due to their natural curiosity and desire for knowledge, gifted children often monopolize the attention of teachers, parents and other adults. This causes friction in relationships with other children who are irritated by the desire for such attention. 11. Intolerance. Gifted children often show insufficient tolerance towards children who are lower than them in the rankings. intellectual development. They may alienate others with remarks that convey contempt or impatience.Musical talent.WITH early age A musically gifted child has an increased curiosity about any sounding objects. By the age of two or three, such children can distinguish all the melodies they hear and intone them accurately. Some people start singing before they speak. At three to five years of age, the desire for independent actions to “extract” sounds sharply increases. Initially, this is an imitation of playing on musical instruments. In the future, this will lead to the first attempts to come up with something of your own. The appearance of the first works marks a transition to a higher level of development of talent.Artistic talent.High selectivity for visual images and representations appears in early childhood in acute observation, strong impressionability, the ability to see everything around in colors, in color contrasts, to notice the unusual, beautiful and remember for a long time. Big role The child’s own activity and his desire for creative exploration play a role. Talent without creative search is unthinkable.Mathematical and chess talent.Appears early. At three or four years old, some children enthusiastically play with numbers: they look for them on house signs, pages of books and magazines, and later try to make different new combinations. Mastering simple arithmetic operations occursjoyfully and quickly. At four or five years old, gifted children easily demonstrate the ability to add and subtract two- and three-digit numbers in their minds, and at five or six years old they begin to show great interest in mathematics textbooks, and not only for elementary school.For other gifted children it is not difficult calculation in the mind of complex chess compositions. Having learned to play chess at the age of four or five, they then most spend time at the chessboard, achieving amazing results. Chess game– constant experimentation, requiring attentiveness, concentration, and the ability to think quickly and logically. It is the child’s cognitive activity that determines the development of his talent in this area.Literary talent.Revealed later. Depends on the experience and knowledge of the child. But in some cases, signs of literary abilities are also revealed at the stage of preschool childhood. The child is attuned to the music of words, he is fascinated by the sound of rhymes, and he rejoices at the emergence of new words and combinations. Compared to the works of their peers, the works of gifted children are more original and expressive.Social giftedness. It is impossible not to notice the leader in a group of children. A confident, proactive child will quickly attract attention. His speech is well developed, he is not afraid and does not hesitate to address another child, an adult. Such a child reveals his own businesslike approach to everything that happens. His distinctive feature– such a child cares about everything.Any child must be gifted in one of the areas human activity. Assess the correctness of the assumption about the child’s innate abilities or help in this the most important matter a test questionnaire developed by specialists in the field of child psychology will help
2. Weinzweig P. Ten Commandments creative personality. – M., 1990. 4. Dyachenko O.M., Verax NOT. What doesn't happen in the world? – M., 1997. Topic: Supporting gifted and talented children at school.

Goal: To develop teachers’ knowledge about the concept of “giftedness.”
Expand teachers’ ideas about ways to support talented children.
Learning objectives: 1. To introduce the qualities of gifted children in various fields through a keynote presentation.
2.Consider Various types intelligence using the resource “Correlating types of intelligence with types of tasks”
3.Promote the use of techniques to support gifted children, based on the practice of teachers.

Learning outcome: The teacher must:
Know the qualities of gifted children.
- establish a position of respect for the student’s individuality;
- select learning strategies that promote the development of independent thinking, initiative and creativity.
Basic (key) ideas: Concepts of “giftedness”, signs of a “gifted child”.
Types of intelligences.

Training-warm-up (+ video warm-up
“Erudition Test”) Coach: I offer you, colleagues, an interesting training: “Convert one subject into another.” Goal: developing the ability to connect what is observed with previously developed theoretical concepts).
Try transforming one item into another. This is done in stages; at each stage, only one attribute of the item can be changed. For example, how to turn a pillar into a hole. First, the pole can be made hollow inside, then sawed into shorter parts, then one of the parts can be dug into the ground.
DOOR-BICYCLE, FLOWER-FLOWER-HEATING RATTER, BOTTLE-HOUSE, TREE-BOOT.
- What do you think the warm-up gave you?
5 minutes
Formation of groups: Coach: Groups today are formed using the method of impromptu forfeits: one of the teachers, with his eyes closed, calls the number of the group where the participant will go, to whom this moment coach shows. 2 minutes
Types of tasks:
Approaches used for
completing this task Actions of the coach and actions of the coaching participants Time

Introductory task. Statement of the problem: watching the video
“A 3.5 year old girl plays the synthesizer”
Video discussion.
Our first task:
Groups 1-2 are asked to write down the qualities of a gifted child in order of importance. Then explain your choice.
(You can make a poster)
Groups 3-4: create a “Giftedness Map”
Fill out the table, distributing the main qualities of gifted children. 1 column - qualities in the field cognitive development, 2 – in the psychosocial sphere.
(Qualities are given all together, you can cut and stick)
Sphere of cognitive development Psychosocial sphere

Group 5: experts complement.
- What impression did you have of what you saw?
- How would you define this category of children?
- Try to understand, based on our training, what will be the topic of our lesson?
-Is this topic modern?

How did you determine the identity of this or that quality?
Correct answer:

Logic tasks: "Challenge yourself"

Final reflection:

Reading the parable
Each group is offered various tasks on
logic, imagination, knowledge in different areas. It is necessary to solve problems by imagining ourselves as children.

“Plus – minus – interesting.”

Parable about a little boy.
One day a little boy came to big school. And at the very first lesson the teacher said: “Children, now we will draw flowers.” The little boy loved to draw flowers and immediately set to work, but the teacher stopped him. “Wait,” she said. “I haven’t yet explained what kind of flower we will draw and how it should be done.” And she added: “We will draw... a red flower with a green stem.”
And at the next lesson the teacher said: “Now, children, we will sculpt flowers.” The little boy immediately got down to business, but the teacher immediately stopped him: “Wait! I haven’t yet said what kind of flower we will sculpt and how it should be done. Now, children, we will sculpt... a red flower with a green stem...”
And then it happened that the little boy moved to another school. And another teacher suggested during the lesson: “Children, let’s draw flowers.” And then she went up to the little boy and asked: “Why don’t you draw anything?” And he replied: “But you haven’t yet announced what kind of flower should be drawn and how it should be done.” And the teacher said: “Draw the flower you like.”
And then the little boy drew... a red flower with a green stem.
When we're talking about about creativity, how to find the boundaries of teacher intervention? We strive to develop in our students creative thinking, but are we able to feel the moment when it is better not to interfere, to step aside and observe the birth of individuality?
Video. Coach:
- Will children be interested in such tasks?
- When and how can they be used?

Coach: listen to the parable and tell me why it was heard at the end of our lesson?

5 minutes.
Resources http://cptd.ippk.arkh-edu.ru
Presentation Power Point
Excerpt from an article by N. Rogers.
Video clip “The world around us”
Paper, markers.
You can provide websites on the topic of coaching for later reference:
http://www.effecton.ru/762.html
http://intellektsystem.ru/articles_1_71.html
http://adalin.mospsy.ru/l_01_00/l_01_12a.shtml
http://www.msph.ru/jornal/arhiv/38/38.pdf

Coaching session

№ n\n

Lesson topic

"Talented and gifted children and working with them"

Common goals

The teacher must be able to identify talented and gifted children based on various criteria and have strategies for organizing efficient work with gifted and talented students. be able to create the favorable learning conditions necessary for talented and gifted children. Understand the essence of the conditions that are necessary when teaching talented and gifted students.

Expected Result

Teachers will consider research findings regarding talented and gifted students and reflect on the definition of talented and gifted students.

Materials and equipment

Flipcharts, markers, stickers, handouts.

Progress of classes

Stages of classes

Time

Actions of the teacher and actions of coaching participants

Org moment

Creating a collaborative environment

5 minutes

Greeting division into groups strategy “Candy”

Creating a psychological mood for coaching participants.

Talents are hard to recognize
Not everyone can believe in them.
Talents must be nurtured
They must be developed and believed in.
Recognize the simple truth
Anyone... who is understanding can:
Talents can be nurtured
Teacher, if you are talented yourself

Formulation of the problem

10 min

How do you understand the concept of “giftedness”?

“Talent” What are the similarities and what are the differences? (cluster drawing Venn diagram)

Conclusion – Which children can be called gifted? Which ones are talented?

Lecture

7min

Boris Andreev

How can you disagree with the words of B. Andreev, in fact: it is not enough to have talent, to follow it, you need to constantly improve it.

What does the concept of “talent” mean? Talent is certain abilities that are revealed with the acquisition of skill and experience. The word comes from the measure of weight “talent”. In the New Testament there is a parable about three slaves, to whom the owner gave a coin called “talent”. One buried his talent in the ground, the second exchanged it, and the third multiplied it. Hence the three expressions: buried, exchanged and multiplied (developed) his talent. From the Bible, the word “talent” has spread in a figurative sense: as a gift of God, the ability to create, and create something new, without neglecting it.

All children are talented. Each person is gifted in their own way. Giftedness is a high level of development of a person’s abilities, allowing him to achieve special success in a particular field of activity. It is very difficult to guess the moment when the ability is ready to begin to develop, and to give the child everything necessary for development at this time. Sometimes it works.

Exercise 1

10 min

Qualities of talented and gifted students according to teachers from 5 countries. Select the qualities in your opinion that are most important for talented and gifted students in our country. Which category best suits the students in our country?

Fizminutka

3 min

Task 2

10 min

Video

Task 3 Summary

5 minutes

What will work with gifted and talented children give us? Hang on the tree of goodness: yellow leaf– “Against”, green leaf – “For”

Reflection Feedback

5 minutes

"Palm" technique

Talented

Gifted

Talented

Gifted

Follow talent, if you have it, it’s not enough - you need to learn to lead it along the paths of perfection

Boris Andreev

Give 3 reasons in favor individual work with talented and gifted students

Give 3 reasons that prevent you from working with gifted and talented children

3 Give 3 criteria for identifying talented and gifted children

Coaching session
No. Topic of classes: “Talented and gifted children and working with them”
1 General goals The teacher must be able to identify talented and gifted children using various criteria, and possess strategies for organizing effective work with gifted and talented students. be able to create the favorable learning conditions necessary for talented and gifted children. Understand the essence of the conditions that are necessary when teaching talented and gifted students.
2 Expected Outcome Teachers will consider research findings on talented and gifted students and reflect on the definition of talented and gifted students.
3 Materials and equipment Flipcharts, markers, stickers, handouts.
Progress of classes
Stages of classes Time Actions of the teacher and actions of the coaching participants Organizational moment
Creating a collaborative environment 5 min Greeting division into groups strategy “Candy”
Creating a psychological mood for coaching participants.
Talents are difficult to recognize, not everyone can believe in them. Talents must be nurtured, they must be developed, they must be believed in. Anyone who is understanding can recognize a simple truth: Talents can be nurtured by a Teacher if he himself is talented
Statement of the problem 10 min How do you understand the concept of “giftedness” -
“Talent” What are the similarities and what are the differences? (cluster drawing Venn diagram)
Conclusion – Which children can be called gifted? Which ones are talented?
Lecture 7 min Follow talent, if you have it, it’s not enough - you need to learn to lead it along the paths of perfection
Boris Andreev
How can you disagree with the words of B. Andreev, in fact: it is not enough to have talent, to follow it, you need to constantly improve it.
What does the concept of “talent” mean? Talent is certain abilities that are revealed with the acquisition of skill and experience. The word comes from the measure of weight “talent”. In the New Testament there is a parable about three slaves who were given a coin called “talent” by their master. One buried his talent in the ground, the second exchanged it, and the third multiplied it. Hence the three expressions: buried, exchanged and multiplied (developed) his talent. From the Bible, the word “talent” has spread in a figurative sense: as a gift of God, the ability to create, and create something new, without neglecting it.
All children are talented. Each person is gifted in their own way. Giftedness is a high level of development of a person’s abilities, allowing him to achieve special success in a particular field of activity. It is very difficult to guess the moment when the ability is ready to begin to develop, and to give the child everything necessary for development at this time. Sometimes it works.
Task 1 10 min Qualities of talented and gifted students according to teachers from 5 countries. Select the qualities in your opinion that are most important for talented and gifted students in our country. Which category best suits the students in our country?
Physical exercise 3 min Task 2 10 min Give 3 reasons in favor of individual work with talented and gifted students

3 Give 3 criteria for identifying talented and gifted children
Video Task 3 Summary 5 min What will work with gifted and talented children give us? They hang good things on the tree: a yellow leaf is “Against”, a green leaf is “For”
Reflection feedback 5 min “Palm” technique
Talented
Gifted
Talented
Gifted
Follow talent, if you have it, it’s not enough - you need to learn to lead it along the paths of perfection
Boris Andreev
Give 3 reasons for working individually with talented and gifted students
Give 3 reasons that prevent you from working with gifted and talented children
3 Give 3 criteria for identifying talented and gifted children