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ERIC Number: EJ1091862
Record Type: Journal
Publication Date: 2015-Jan
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
Learning through Different Lenses
Jeweler, Sue; Barnes-Robinson, Linda
Parenting for High Potential, v4 n4 p6-10 Jan 2015
When parents and teachers help gifted kids use the metaphor "learning through different lenses," amazing things happen: Horizons open up. Ideas are focused. Thoughts are magnified and clarified. They see the big picture. Metaphoric thinking offers new and exciting ways to see the world. Viewing the world through different lenses provides significant benefits. Lenses help children look beyond their own experiences and be aware of how their experiences affect what they see, hear, think, and believe. Lenses can reframe and transform dysfunction into appropriate behavior and habits. This article contains a discussion guide to acquaint children with the "learn through a different lens" metaphor and help them understand how it applies to real world situations. Parents and teachers can use the script provided in this article to help children understand how looking through a different lens helps them obtain a different viewpoint to solve problems both in the academic and social emotional realms. The "learning through a different lens" metaphor can be effectively and efficiently transferred and applied to any situation. The framework provides a straightforward, multi-step process that can be taught to and learned by all. When teachers, parents, and students "look through different lenses," they activate their analytical, critical thinking, creative thinking, and problem solving skills. Additional resources are included.
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/php.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A