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FAST LEARNER

DEFINATION

Those, learner learn something quickly and faster than others and they

have a great memory. Normally they having superior mental ability or

intelligence. It has a label of potential. Their thinking is more intellectually

complex than others. Intellectual complexity is the ability to perceive

multitudinous relationships in all things in life. For fast learner, nothing is as

simple as it seems. They see clearly that the answer depends on the context -

they see endless shades of grey, not black and white. Intellectual depth is the

ability to see many layers of meaning in each life situation. Intellectual depth

enables gifted children quickly to pick up mixed messages in social situations

and this can leave them very confused. It can also inhibit social conversation as

gifted children want to explore every issue in depth and at length and others

quickly tire of this.

General intellectual ability

is an avid reader

has avid interest in science or literature

provides very alert, rapid answers to questions

is creative in new ideas, seeing associations, pursuing innovations

has the capacity to look into things and be puzzled

is involved with many exploratory type activities

displays a willingness to accept complexity

has the capacity to use knowledge and information other than to

memories

shows superior judgment in evaluating things

learns rapidly, easily and efficiently

http://members.aol.com/svennord/ed/GiftedGlossary.htm#Intelligencehttp://members.aol.com/svennord/ed/GiftedGlossary.htm#Intelligence

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IMPLICATION

- STUDENTS

Implication of giftedness is her behavior in school. Because fast learner

children learn so quickly, they have often mastered the material presented in

class long before the other students have mastered it. While the other

children need lots of repetition and drill, gifted children need very little. For

example, non-fast learner children need between 6 and 10 repetitions while

gifted children need only 1 or 2. However, they are usually required to sit

through the repetitions of the same material just as the rest of the students

do. They have to do the same "seat work" they other children do.

Moreover fast learner kids also get bored. Their minds need challenge

and it's hard for them to sit still while the same material is presented over and

over. They will also rush through "seat work" because they see it as

meaningless. The other children need the drill, but the fast learner children

have usually already mastered the material. Some fast learner children will

"play the game" and complete the worksheet or other assigned work, but for

others it is like mental torture. This is probably the number one complaint of

parents of gifted children and it is one of the most difficult issues to deal with.

TEACHERS

Unless a teacher is familiar with gifted children, he or she will not

understand and will see the child as disruptive, defiant, immature, and lacking

social skills and inhibition control. Fast learner children and teachers often get

into what seems to be a power struggle. Fast learner children may

misbehave when they aren't challenged. Teachers who don't try to

understand them often get into power struggles with these children. The child

craves challenge, and the teacher insists on all children doing exactly the

same thing. Naturally, fast learner children resist this. They may begin to

resent the teacher and lose respect for him or her. To the teacher this looks

like a challenge to authority, but the child simply wants to be treated with

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respect and doesn't feel as though she is. Being asked to "learn" things she

already knows is not being treated with respect, particularly if the teacher has

a negative attitude toward the child. Children pick those attitudes up easily.

TEACHING AND LEARNING PROCESS

A teacher should be employing a superior teacher. He or she should find

out what they already know. Assess their level of achievement, and

determine competencies and areas of deficiency. Teacher also should give

them credit for concepts they have mastered. Teacher also cannot have them

repeat content work just because its the curriculum or because its there.

Employ differentiated curriculum methods. Teacher should provide new anddifferent challenging activities for them to do instead of drill- and-practice or

grade level work. Provide opportunities for them to work with complex and

abstract ideas. It also should be based on capitalize on interests. So that

teacher should find out what their interests are and build projects around their

interests. Teacher also can use curriculum compacting and allow them some

flexibility in the way they spend the time "bought back" because they have

mastered a concept. Other than that teacher can allow them to learn at a

faster pace than their age peers. Use discovery learning techniques and

inquiry methods; avoid teacher dominated methods. Trust them to learn in

nontraditional ways; guide and lead them in learning differently. Help them to

find other advanced learners. Never judge their social skills solely on the way

they interact with their age peers. Thrill them with many, varied, challenging

and engaging choices. Focus on higher order thinking skills. Give them lots of

experience with setting their own goals and evaluating their own work.