The Extent, Nature and Effectiveness of Planned Approaches in ...

Potential weaknesses of independent or small group study.• The success of this strategy is contingent upon time management, timetabling, availability ofresources, checkpoints, student knowledge of research and product development andassessment (Ministry of Education, 2000).• This strategy may not always achieve the desired level of work because (1) the topic is toobroad or not clearly defined so the student is unsure what is expected; (2) the required learningskills are not identified or taught; (3) the construction of the study programme is inadequate;or (4) there is insufficient guidance offered to the student (Cathcart, 1994).Recommendations for effective facilitation of small group or independent study.• Due to the time and energy invested into an independent study, teachers must ensure itbecomes a highly effective learning experience (Cathcart, 1994).• Allow longer sustained periods of time for study and research, using flexible timetabling(McAlpine, 1994).• Consider different groupings, for example, pairs, trios, as well as individual research(McAlpine, 1994).• Encourage self-initiated learning, based on student interests and a problem-finding approach(McAlpine, 1994).• The teacher needs to evaluate the learner’s need for guidance or coaching, and to put in placethe steps required to gain a level of competence and proficiency (Tomlinson & Imbeau, 1999).Learning CentresThe use of learning centres as a strategy for meeting the needs of gifted and talented learners in aregular class is commonly reported in the literature. Learning centres (or sometimes called challengecentres) have been described as: extended activities, pegged at the level of the learner (Van Tassel-Baska, 1994); a station or group of materials and resources that learners can use to study topics orpractise and reinforce skills (Tomlinson, 2001); and places in a classroom for self-directed learning ofdifferentiated content (Riley, in press c). Despite small differences in explanation, most agree thatlearning or challenge centres are physical places, usually in a classroom, where learning activities areavailable for students to engage in. There is often some form of choice and self-management involvedin a learning centre.Potential strengths of learning centres.• Useful in providing enrichment or acceleration and in allowing students to work at their ownlevel and pace (Tomlinson, 2001; Winebrenner, 2001).• Allow for student choice (Cathcart, 1994; Heacox, 2002; Van Tassel-Baska, 1994) which is akey factor in motivating students to learn (Stipek, 1998)• Emphasis on self-directed learning (Heacox, 2002; Riley, in press c).• Tomlinson (2001) also suggests that learning centres frees up the teacher for small group,direct instruction.• Learning centres can be designed around learning styles or multiple intelligences (Heacox,2002; Winebrenner, 2001) and can be used with students of any age and in any curriculumarea (Davis & Rimm, 1998; Heacox, 2002).• Kaplan (1999) suggests taking a learning centre approach to independent study because of itsadvantages in shifting the responsibility from the teacher to the student in learning how toconduct an investigation or project.• Learning centres can be an integral part of the curriculum and its delivery (Riley, in press c).84