Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

Al-Khayat, Majed; Alhrout, Mosa; Hyassat, Mizyed A.

doi:10.5539/ies.v10n7p155

Cited by 5 publications

(5 citation statements)

References 15 publications

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“…New methods must be employed, such as establishing a democratic relationship between teachers and students, challenging students' abilities, reinforcing problem-solving, collaborative learning, and stimulating students for asking questions and showing new concepts (Al-Khayat, AL-Hrout & Hyassat, 2017). Critical thinking strategy is another essential strategy preferred by gifted students, as claimed by AL-Khayat, AL-Hrout & Hyassat, (2017). However, such a claim was not supported by the findings of this study.…”

Section: Discussionmentioning

confidence: 61%

“…The use of creative and critical thinking strategies needs the exclusion of conventional teaching methods, which include autocratic, prompting, and memorizing techniques (Demirhan, Elmali & Beşoluk, 2017). New methods must be employed, such as establishing a democratic relationship between teachers and students, challenging students' abilities, reinforcing problem-solving, collaborative learning, and stimulating students for asking questions and showing new concepts (Al-Khayat, AL-Hrout & Hyassat, 2017). Critical thinking strategy is another essential strategy preferred by gifted students, as claimed by AL-Khayat, AL-Hrout & Hyassat, (2017).…”

Section: Discussionmentioning

confidence: 99%

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Teaching strategies for gifted students in interior design program

Samanoudy

Abdelaziz

2020

Journal for the Education of Gifted Young Scientists

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The study aims to identify the gifted students in basic interior design courses by utilizing new teaching strategies to support their capabilities and their intellectual growth within the interior design program. This research used a descriptive correlational study design to recruit the gifted students studying at Ajman University during the academic year 2018-2019, where the female students were 77% and 23%, male students -percentages based on a total of 130 students -with no statistically significant difference for teaching strategies based on gender variable. The results also showed that 66% of these students joined the interior design program due to their passion, and 95% had learned how to determine the requirements of a successful interior design project effectively. The findings have shown a significant and positive difference for teaching strategies based on 3rd level students (F=11.895, p=.007). The study concluded that the use of creative and critical thinking strategies needs the exclusion of conventional teaching methods, which include monocratic and memorizing techniques to aid, precisely the gifted students' GS, to reach the same motivational level as their counterparts.

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Section: Discussionmentioning

confidence: 61%

Section: Discussionmentioning

confidence: 99%

Teaching strategies for gifted students in interior design program

Samanoudy

Abdelaziz

2020

Journal for the Education of Gifted Young Scientists

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“…The importance of strategy in learning is as planned efforts in manipulating learning resources so that the learning process occurs in students. Thus, the selection of appropriate learning strategies will have an impact on the success of teaching and learning activities (Al Khayat et al, 2017). Such fun learning can result in Teaching Games for Understanding (TGfU) is an approach to physical education learning to introduce how children understand sports through the basic concepts of play.…”

Section: Teaching Game For Understanding (Tgfu) Learning Methodsmentioning

confidence: 99%

The Application of TGFU Learning in Volleyball Upper Passing Learning

Pratama,

Wardiah,

Junaidi

2023

JSWSE

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TGFU (Teaching Game for Understanding) is game-centered learning and students learn games related to sports using a constructive approach. TGFU is a physical education learning model that uses elements of a tactical game without eliminating the technique with the aim of active movement for the development of skills and knowledge in teaching physical education. This tactic game learning model can increase students' interest and motivation in a game structure for developing skills and knowledge of volleyball upper passing techniques. Upper passing functions to form defense and attack because it is used to receive service, receive spikes, hit the ball that bounces off the net and most importantly to feed or give the ball to the smasher. The purpose of this study was to find out the application of TGFU (Teaching Game for Understanding) learning in volleyball upper passing learning. The method used in this research is literature review. Here, we will describe the relation to the application of TGFU learning in volleyball games, especially upper passing and the instruments commonly used to measure the upper passing ability. With the results of research from various sources, it can be concluded that the application of TGFU learning has a significant effect on upper passing on volleyball.

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“…Teaching is seen as a process of sharing knowledge from teacher to students or students to students and teachers' effort to help the students to develop and expand their cognitive, physical, social, and emotional based on their different abilities (Al-Khayat et al, 2017). Students' diversity may influence teaching and learning activity's success (Suwastini et al, 2021;Tomlinson, 2000).…”

Section: Introductionmentioning

confidence: 99%

Differentiated Instructions: Relevant Studies on Its Implementation

Mirawati

Suwastini

Haryanti

et al. 2022

Prasi

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Differentiated instructions have been recommended for classrooms with students of different readiness, learning profiles, and backgrounds in English classrooms. This study aimed at elaborating the implementation of differentiated instruction in terms of its advantages and the challenges encountered by teachers and students in implementing differentiated instruction. The study was designed as library research, following George's ten steps (2008) model. Experts' opinions and previous studies were reviewed in this present study to provide a comprehensive mapping of the advantages and challenges in implementing differentiated instructions. The review revealed that differentiated instruction could motivate low-achieving students, increase students' participation, interaction, and cooperation, as well as build a better teacher-student relationship. However, differentiated instruction also poses challenges, such as time-consuming, misperception about unfair treatments, and class size. These results imply that better planning should be conducted before implementing differentiated instruction to gain its benefits.

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Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

Cited by 5 publications

References 15 publications

Teaching strategies for gifted students in interior design program

Teaching strategies for gifted students in interior design program

The Application of TGFU Learning in Volleyball Upper Passing Learning

Differentiated Instructions: Relevant Studies on Its Implementation

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