Intricacies of designing and implementing enrichment programs for high-ability students

Tan, Liang See; Ponnusamy, Letchmi Devi; Lee, Shu‐Shing; Koh, Elizabeth; Koh, Lauren Kar Boon; Tan, Jason; Tan, Keith Chiu Kian; Chia, Terence Titus Song An

doi:10.1177/0261429420917469

Cited by 7 publications

(12 citation statements)

References 18 publications

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“…STEM subjects have been the main focus in various gifted programmes all over the world (Yu & Jen, 2020;Tan et al, 2020;Rambo, 2019;Taber, 2020). This is common since the programme stakeholders believe that the best way to develop the 'smartest' individuals in the country with the advancement and science and technology.…”

Section: Gifted Educationmentioning

confidence: 99%

Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform

Zakaria

Spawi

Ali

et al. 2021

JLLS

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Massive Open Online Course (MOOC) gained prominence as an alternative teaching and learning platform for many educators embarking on developing university courses online. In Malaysia, the initiative at lower secondary school was quite recent and not many teachers were willing to invest the time and effort to develop the MOOC courses. This study examined the secondary school gifted students' experience in learning a language subject using a new online course in a MOOC platform. All students from the lower secondary levels of a gifted education institution enrolled in the English subject MOOC and their engagements and experiences were recorded in their journal and classroom discussions. Their text and verbal responses were analysed and reported to better understand the various issues and challenges that they had encountered. Students accredited certain positive aspects of MOOC and they found it to be useful, flexible and engaging. More than 80 per cent relished the social meeting elements such as like, comment and share. The contents and activities helped them learn and practise the English language. The study outcomes disclosed the use of MOOC as a social learning platform that offers engaging learning. The online teaching and learning process could benefit from the social media features found in MOOC which are motivating to the gifted students. For educators, this platform offers useful alternatives and strategies to develop their teaching contents online and utilise it as an enrichment programme in the gifted and talented education institution.

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Section: Gifted Educationmentioning

confidence: 99%

Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform

Zakaria

Spawi

Ali

et al. 2021

JLLS

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“…Most gifted programme would stress on the development of students in the STEM subjects (Yu & Jen, 2020;Tan et al, 2020;Rambo & Fernandes, 2019;Taber, 2020). At the same time, language subjects are equally important for the students as it would give them the advantage to learn STEM and all other subjects at a faster rate as language competency could enhance their ability to read, and challenge exist in preparing and designing suitable materials and activities for their language learning.…”

Section: Introductionmentioning

confidence: 99%

“…Students' involvement and interaction in the SK Open Learning (https://www.skopenlearning.com/) English course were further analysed to answer the research questions set for the study. This study covers the need to prepare suitable activities for the language enrichment programme for the gifted students (Tan et al, 2020). Making language learning accessible through online social platform for the enrichment activities gifted students is one of the many options available to design authentic social learning environment for the students (Periathiruvadi & Rinn, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Promoting Language Enrichment Activities through Social Learning Platform among Malaysian Gifted Students

Zakaria¹,

Bakar²,

Harun³

et al. 2021

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This study covers the need to prepare suitable activities for the language enrichment programme for the gifted students. MOOC as a social learning platform for students at the lower secondary is a new approach for the gifted students as they could enrol and go through them at their own pace. This study discovers whether the gifted students could benefit from the language enrichment programme using this social learning platform. An online questionnaire was distributed to all Foundation 1, 2 and 3 students of Kolej GENIUS Insan who participated in the pilot programme developed by Open Learning Malaysia. The students also wrote their reflection on the use of MOOC in their journal. Their responses were analysed and reported using descriptive statistics and content analysis. Students acknowledged that the activities were interesting and engaging. They could understand the MOOC instructions easily and clearly. Majority enjoyed peer engagement features such as comments and likes. However, the user interface and navigation were considered tough because students were not used to the platform. They also thought the lessons and activities helped them learn English. The findings revealed the potential of social learning platform to offer flexible learning experience. It could also assist the preparation of suitable materials and activities in a language enrichment programme for gifted students. Teaching and learning process could happen anywhere and anytime providing that students are motivated to complete the activities in the courses. For gifted students, this platform offers independent learning and acceleration at their own pace.

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“…In the third article, Tan et al (2020) emphasize the fidelity of conceptualizing and implementing enrichment programs. As most enrichment programs are after-school add-on programs, they tend to be fragmented and ad hoc in nature, instead of a systematic program designed to challenge gifted and talented students.…”

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confidence: 99%

Editorial

Kuo

2020

Gifted Education International

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EditorialStriving toward the best practice and providing evidences of effectiveness of gifted program are the most challenging issues in gifted education (Callahan et al., 2015;Van Tassel-Baska and Brown, 2007). For decades, enrichment program has been widely used in gifted education, but whether the enrichment meets the qualitative requirement has become controversial. Enrichment activities used in gifted education include topic speeches, field trips, independent studies, film appreciation, higher-order thinking skill training, interpersonal interactions, free creation, competitions, debates, product displays, and so on. The purpose of these activities is to provide students with a variety of learning content and processes to expand their vision and develop their talent. However, Worcester and Schaeffer (1956) pointed out that enrichment often appears sporadic, fragmentary, and superficial, and relatively lacking in the system. Stanley (1976) also mentioned that enrichment activities are mostly for providing some special subjects or activities, which are unable to meet the core goal of gifted education. Nevertheless, if the enrichment programs are well designed and accelerated properly, positive learning effects can be found (Kulik and Kulik, 1992). Thus, gifted education teachers are advised to provide systematic enrichment activities with "a specific purpose." For revitalizing the unique contribution of enrichment program, this special issue invites gifted educators to provide their insights regarding the evaluation and practice of enrichment program. Their main purpose, design, and evaluation model of enrichment programs are briefly described as follows.In the first article, Chan et al. (2020) introduce the Chinese University of Hong Kong Program for Gifted and Talented Students (PGT) and elaborate how the program was evaluated. PGT mainly adopts the Rimm's input-process-outcomes model and conducts formative and summative evaluation research annually. The annual reports are compiled to update strategic plans, to report on the annual program performances, and to inform the future development and operation.In the second article, Chen and Chen (2020) introduce two approaches of enrichment program for Taiwan's gifted; one with the programs following the Special Education Act, and the other programs initiated by local authorities, private organizations, and researchers. The authors suggest good evaluation can inform decision makers about programs' strengths and weaknesses, and also guide possible changes that enhance the services provided for gifted students. Besides, the responsive and heuristic criteria of designing and evaluating gifted programs for professional autonomy and development need to be measured by valid and reliable tools and strategies.In the third article, Tan et al. (2020) emphasize the fidelity of conceptualizing and implementing enrichment programs. As most enrichment programs are after-school

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Intricacies of designing and implementing enrichment programs for high-ability students

Cited by 7 publications

References 18 publications

Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform

Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform

Promoting Language Enrichment Activities through Social Learning Platform among Malaysian Gifted Students

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