Interview with John K. Munro -- Intuition Pumped: Knowing-Based Differentiated Pedagogy

Autor/in	Francis, Mariko A.
Titel	Interview with John K. Munro -- Intuition Pumped: Knowing-Based Differentiated Pedagogy
Quelle	In: Australasian Journal of Gifted Education, 28 (2019) 1, S.48-58 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Stellungnahme; Academically Gifted; Teaching Methods; Classroom Environment; Student Needs; Formative Evaluation; Individualized Instruction; Cognitive Processes; Metacognition; Student Characteristics; Cognitive Ability; Talent Development; Inclusion; Child Rearing + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Individualisierender Unterricht; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Begabtenförderung; Talentförderung; Inklusion; Kindererziehung
Abstract	In this interview, Dr Munro discusses his research and provides insights into gifted learning and talent development in the classroom. He describes how teachers can develop productive classroom environments to thrive and use experiential memory to cultivate teaching expertise. According to Dr Munro, talented outcomes are more likely when teachers position the classroom as a strategic space for students to create intuitive, unique theories about the teaching information and use their metacognition to convert these to talented outcomes. This development is scaffolded by teaching that includes focused formative assessment and knowledge-based differentiated pedagogy. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01