Kim was starting her chapter on the latest chapter on Science. Tapping naturally into her blend of the various learning styles (multimodal learning style), Kim blazed through the chapter summary to visualise (Visual LS) the experiments and ideas before drawing and writing (Knesthetic LS) in her mind map notes. She ended by reading to herself internally (Auditory LS) and questioning herself of the possible questions or issues that may occur. Once satisfied, she went on to search for further information to enhance her knowledge of the subject.
Preview the Chapter before Lesson by…
Gifted students head to the summary of the chapter first in order to preview a lesson. The summary chapter provides an overview of the main ideas and outcomes of the chapter and this gives a much better overview to the student. When they read the details of the chapter later, they will be able to understand it better. This is when they colour code notes and look out for key words.
Using a Mindmapping/ Concept Mapping
Many children hate mindmaps as they think they are boring and useless. Yet, interestingly, I notice the very same students who complain that mindmaps are useless tend to write in big chunks in various boxes without breaking them down. When I look at their mindmaps, it will be random boxes with big chunks of texts connected to the main idea in the centre without any pictures or colour.
Gifted students would use the key words they pick out earlier and note them down in a comprehensive mind map with various colours and drawings. This aids them visually and as they work on it, they would be reading aloud to themselves to further reinforce the concepts. Sometimes, some of them may search for videos as a resource to further aid their understanding and anticipate possible questions.
Other than concentrating on teachers’ instructions, gifted children will summarize, classify and generalise ideas and methods. They may try to apply these concepts in real life and they are able to see the interconnections between many subjects immediately. As they have stronger cognitive abilities, they are able to grasp many concepts quickly and is able to understand the relationships between several subjects. Thus, they do not really need to commit them to memory. They may work on given questions as well as anticipate possible question tweaks by verbalising and writing them down.
Other than those who are gifted with a photographic memory, many of these students consistently revise from their notes to keep it vivid in their memory. When they revise their material within the first 24 hours, the retention of the information is very much higher.
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