Harvey B. Adams

Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa Zulu/Natal

This is the first of a series of articles which discuss research into the identification of potential in the Third World. Conventional psychometric tests are inappropriate in this setting and the writers are concerned to identify pupils with a high capacity for learning since the current manifest achievement of pupils is low. They are working on the paradigm of “test—teach—test” in order to assess the degree of modifiability under optimal conditions of mediation.

An Examination of the Development of the Concept of Gifted Education in the United Kingdom: An Analysis of the Current Position with Suggestions for a Positive Way Forward.

This paper gives a brief summary of the background of educational development in the United Kingdom in the 20th Century. The growth of concern for the needs of exceptional children is described within this framework and various reasons are suggested for the reluctance of many educators to use the term ‘gifted’ in the context of state education in the United Kingdom. Recent government guidelines however, have requested Local Education Authorities to review their curriculum policy and specifically mention that attention must be paid to the needs of exceptionally able pupils. The writers suggest that the way forward is for schools to examine the quality of their provision for all pupils and to analyse the extent to which pupils have the opportunity to reveal their talents and abilities, thereby signalling their need for further extension within the school curriculum.

The Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa-Zulu/Natal Part III Developing Higher Order Thinking Skills and Problem Solving Strategies in a Co-Operative Learning Environment

Part III of this series of articles describes an approach to the teaching of Thinking and Problem-Solving, presenting a rationale and framework for a pilot course designed for pupils of 15+ years. The course is entitled TASC: Thinking and Action in a Social Context and is derived from Vygotskys seminal work which argues that the development of higher levels of thinking is dependent on social transaction. In addition Feuersteins theory of cognitive modifiability and the concept of mediated learning experiences together with Sternbergs theory of intelligence as information processing and problem-solving have provided major influences.

Curriculum enrichment for all children with differentiation of pace, depth and breadth for those who demonstrate the need

Abstract Educators can justify a particular concern for exceptionally able pupils on the basis that these children have needs that are different from most other children. However, it is essential to consider those needs in the context of concern for the development of all children as individuals, whether they are fast learning or slow learning, handicapped or disadvantaged. A differentiated curriculum is then totally defensible if we are considering greater individualisation according to every childs needs. As educators we must also be concerned that we are constantly providing equality of opportunities for all children to display potential.

TASC: A Model for Curriculum Development A Model for Curriculum Development Which Could Have application in A Wide Variety of Social, Economic and Political Situations.Developing the Potential of Children in Disadvantaged Communities: The TASC Project: “Thinking Actively in a Social Context”

Much of the theoretical basis is derived from Vygotskys theories i.e. that higher levels of human cognition are developed in the inter-personal context of cultural transmission. This has been amplified and systematized by Feuerstein and his colleagues, as the theory of structural cognitive modifiability. Also of relevance are many recent Information Processing theories of intelligence and cognitive development, in particular, Sternbergs Triarchic Theory of Intelligence and Borkowskis modification of Campione and Browns theory of intelligence as comprising the architectural system (the biologically-genetically determined properties necessary for processing information) and the executive system (environmentally learned components that guide problem-solving—comprising knowledge-base, schemes or rules for thinking, control processes and meta-cognition). This paper amplifies the theoretical base, and then goes on to describe developments to date: the evolution from an intervention at Standard 8 level (Third Year of High School) aimed mainly at the meta-cognitive aspects of problem solving, into a broader programme for Standards 6–9 (First 4 Years of High school) which includes specific training in thinking skills and problem-solving together with curriculum development to include further training within the lessons of school subjects. The extended TASC programme, aims to develop in the pupils: certain attitudes towards learning (in all contexts, not only in school), e.g. an active approach to thinking and problem solving, avoidance of impulsivity, perseverence, development of internal locus control and positive self-image Basic Thinking Skills necessary for making sense of experience whether in or out of school, e.g. stable spatial and temporal elationships, ability to make comparisons and to categorize Tools for Effective Thinking and Problem-Solving Strategies Meta-cognition knowing how to and knowing when to use strateg ies. The extended TASC programme also aims to improve the effectiveness of teachers as facilitators of childrens “learning to learn.” As far as the curriculum is concerned there are short and long term aims: The short term general aim is to modify existing syllabuses in order to maximise the achievement of the general aims for teachers and pupils. The long term aim is to reconstruct the curriculum and rewrite syllabuses in order to achieve the general aims for teachers and pupils.

The Teaching of General Problem Solving Strategies.

In this article the author advocates the development of problem solving ability as a fundamental aim of all teachers, regardless of the age of the pupils or the subject being taught. A definition of ‘a problem’ and a breakdown of the problem solving process is offered. This is followed by a series of guidelines for the teaching of general problem solving strategies. Finally, an illustration is given of how a general model can be taught to young (6–8 year old) children.