FACULTY OF EDUCATION

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Subject: search.filters.subject.Instructional Strategies

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    Educating creatively gifted students in Ibadan metropolis
    (Department of Special Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria, 2019) Adelodun, G. A.||; Asiru, A. B.
    Numerous problems confronting the human race require creative interventions in order to make living conditions meaningful, comfortable and impactful. Creative solutions are significantly of utmost necessity because rigours of diverse kinds are meant to be reduced to the barest minimum. However, gifted students whose innovative endowments are expected to be exploited to advantage are uncatered for in Nigerian schools, most especially in Ibadan Metropolis. The creatively gifted students' potentially inventive prowess has not been put to expression simply because appropriate educational or instructional strategies have not been professionally adopted by the school system. The children need differentiated learning experiences and activities, which include brainstorming, bibliotherapy, questioning/lateral thinking approach, synectics, ability grouping, independent study among a host of other techniques. The teacher and resource person who facilitates the education of the children has some pedagogical roles to play to be able to handle the children effectively. The teacher should utilize the recommended instructional strategies to achieve the desired result among the students. The teacher is expected to adopt such instructional packages to meet the learning needs, styles and abilities of creatively gifted students. By virtue of such enrichment, the students can explore their creative instincts.
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    Identification and instructional strategies in the management of giftedness in the classroom: the role of teachers
    (Department of Guidance and Counselling, University of Ibadan, Ibadan, 2019) Adelodun, G. A.; Nwazuoke, I. A.
    This paper reviewed the strategies teachers could use in identifying, instructing and managing giftedness of students in the classroom. In the paper, the meaning and concept of giftedness was looked into after which the authors discussed the characteristics common to gifted children. The three broad characteristics examined are physical characteristics, Educational/Intellectual Characteristics, Social and Emotional Characteristics. The formal and informal ways of identifying gifted children were examined. The paper further discussed the role a teacher can play in managing giftedness in the Nigerian educational setting. Finally, conclusion was drawn and recommendations made. It was recommended that teachers should be flexible, open, have strong communication skills as well as positive sense of self.