{"id":1830,"date":"2015-02-05T07:31:24","date_gmt":"2015-02-05T07:31:24","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=760"},"modified":"2024-05-13T18:30:15","modified_gmt":"2024-05-13T16:30:15","slug":"detectar-alumnat-amb-capacitats-altes","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2015\/02\/05\/detectar-alumnat-amb-capacitats-altes\/","title":{"rendered":"Detectar alumnat amb capacitats altes"},"content":{"rendered":"<p>L\u2019objectiu clar i evident de tot professional de l\u2019educaci\u00f3 \u00e9s poder donar resposta a les diferents necessitats educatives dels infants.<\/p>\n<p><img decoding=\"async\" class=\"alignleft wp-image-767\" src=\"https:\/\/diarieducacio.cat\/grao\/wp-content\/uploads\/sites\/10\/2015\/01\/6118459_xxl-150x150.jpg\" alt=\"6118459_xxl\" width=\"139\" height=\"139\" \/>Sovint, un diagn\u00f2stic encertat ens pot ajudar a fer intervencions m\u00e9s adients, especialment si es tracta d\u2019un diagn\u00f2stic obert i din\u00e0mic, que no s\u2019hagi realitzat a partir de proves estandarditzades i que no serveixi \u00fanicament per etiquetar l\u2019infant i crear unes expectatives determinades, les quals, segons com, poden arribar a ser contraproduents.<\/p>\n<p>En el cas d\u2019alumnat amb altes capacitats, l\u2019etapa de detecci\u00f3 i d\u2019identificaci\u00f3 \u00e9s essencial. Aquesta primera etapa requereix un esfor\u00e7 diferent per part del docent i pot permetre oferir situacions d\u2019aprenentatge que s\u2019adaptin a les necessitats individuals.<\/p>\n<blockquote><p>La formaci\u00f3 i la sensibilitzaci\u00f3 del professorat en aquest camp esdev\u00e9 un factor clau a l\u2019hora d\u2019identificar alumnat amb altes capacitats.<\/p><\/blockquote>\n<p>La fam\u00edlia pot esdevenir tamb\u00e9 una bona font d\u2019informaci\u00f3, tot i que no hauria de ser-ne l\u2019\u00fanica. Hi ha, a m\u00e9s, figures diverses, com ara la de l\u2019orientador escolar i companys, que poden contribuir molt favorablement en aquesta feina d\u2019identificaci\u00f3. Es tracta d\u2019una tasca que cal comentar i consensuar en equip, atesa la gran diversitat existent entre aquest tipus d\u2019alumnat. Els comportaments que mostren aquestes criatures s\u00f3n diferents en funci\u00f3 del seu perfil, de la seva personalitat i de multitud de factors que intervenen en l\u2019\u00e0mbit escolar.<\/p>\n<p>L\u2019esfor\u00e7 del professorat implica una observaci\u00f3 curosa i atenta d\u2019aquells alumnes que ens criden l\u2019atenci\u00f3 per les\u00a0seves preguntes, per la seva manera de parlar, etc. Existeixen maneres diverses de detectar les altes capacitats. Es pot fer tot seguint pautes diferents i en situacions educatives diverses, no nom\u00e9s a l\u2019aula. Tot i aix\u00ed, a continuaci\u00f3, us oferim un seguit d\u2019indicadors que ens poden orientar m\u00ednimament en aquesta primera fase de detecci\u00f3, malgrat la diversitat existent entre aquest tipus d\u2019alumnat.<\/p>\n<blockquote>\n<p style=\"text-align: center\"><strong>VARIACIONS POSSIBLES A CAUSA DE L\u2019EDAT <\/strong><\/p>\n<p style=\"text-align: center\">La detecci\u00f3 fruit d\u2019una valoraci\u00f3 realitzada en una edat en la qual encara no s\u2019ha completat la maduraci\u00f3 cerebral, al voltant dels dotze o tretze anys, s\u2019ha de fer amb molta cura, ja que els ritmes i la rapidesa en l\u2019aprenentatge poden variar i fins i tot normalitzarse respecte als dels companys i les companyes d\u2019edat, la qual cosa repercutir\u00e0 en l\u2019autoestima, la motivaci\u00f3 i el rendiment acad\u00e8mic de l\u2019estudiant. Aquesta atenci\u00f3 especial s\u2019haur\u00e0 de contemplar en l\u2019an\u00e0lisi de les dades obtingudes, en la informaci\u00f3 donada a les fam\u00edlies i als docents i en les possibles expectatives que es poden generar a partir dels resultats obtinguts en el moment de fer-ne la valoraci\u00f3. La detecci\u00f3 \u00e9s la primera fase del proc\u00e9s i s\u2019hauran d\u2019adaptar les respostes educatives a les necessitats concretes i individuals. Ara b\u00e9, \u00e9s important que, mentre no tinguem ben clars els canvis en la intervenci\u00f3 educativa, oferim a aquest alumnat un tracte igual que a la resta de nois i noies<\/p>\n<\/blockquote>\n<p><span style=\"text-decoration: underline\"><strong>Indicacions per detectar les altes capacitats:<\/strong><\/span><\/p>\n<p><strong>Caracter\u00edstiques respecte a l\u2019aprenentatge <\/strong><\/p>\n<ul>\n<li>Apr\u00e8n r\u00e0pidament, compr\u00e8n t\u00f2pics de dificultat avan\u00e7ada.<\/li>\n<li>Es resisteix a practicar destreses ja adquirides, perqu\u00e8 les troba in\u00fatils.<\/li>\n<li>Presenta inquietud intel\u00b7lectual i f\u00edsica, dif\u00edcilment es converteix en un aprenent passiu si est\u00e0 motivat.<\/li>\n<li>Presenta un maneig impressionant de coneixements generals en una \u00e0rea o m\u00e9s.<\/li>\n<li>Pot fer preguntes provocatives, que acostumen a ser diferents de les preguntes de companys i companyes de la mateixa edat.<\/li>\n<li>Sovint descobreix relacions inusuals, abans que les convencionals.<\/li>\n<li>Pot produir treballs creatius i imaginatius, encara que puguin ser defectuosos pel que respecta a la precisi\u00f3 t\u00e8cnica (errors ortogr\u00e0fics, per exemple).<\/li>\n<li>Pot afrontar m\u00e9s d\u2019una idea al mateix temps.<\/li>\n<li>Presenta nivells alts de pensament cr\u00ed- tic i autocr\u00edtic.<\/li>\n<li>\u00c9s sorprenentment perceptiu i profundament intu\u00eftiu.<\/li>\n<li>Presenta un domini i una recuperaci\u00f3 r\u00e0pids de la informaci\u00f3, sembla que no necessita revisar all\u00f2 que ja ha apr\u00e8s i\u00a0es torna molt impacient davant de la repetici\u00f3.<\/li>\n<\/ul>\n<p><strong>Caracter\u00edstiques respecte al seu comportament <\/strong><\/p>\n<ul>\n<li>S\u2019imposa est\u00e0ndards alts, \u00e9s perfeccionista.<\/li>\n<li>Est\u00e0 orientat a l\u2019\u00e8xit i pot inhibir-se davant de tasques de les quals dubta o que el poden induir al frac\u00e0s.<\/li>\n<li>Pot tenir una autoimatge negativa \u2013si se sent frustrat respecte als seus interessos i a les oportunitats d\u2019aprenentatge que t\u00e9\u2013, i patir per una escassa acceptaci\u00f3 social per part dels companys i les companyes quan el seu vocabulari o la seva manera de ser xoca amb el dels nois i noies de la seva mateixa edat.<\/li>\n<li>Pot presentar estats de \u00absomiar despert\u00bb, que sovint li atorguen una aparen\u00e7a \u00abd\u2019estar en un altre m\u00f3n\u00bb.<\/li>\n<li>Pot mostrar-se poc h\u00e0bil quan realitza treballs manuals, la qual cosa li pot provocar sentiment de frustraci\u00f3.<\/li>\n<li>Escolta parcialment les explicacions i sovint sembla que no est\u00e0 concentrat, per\u00f2 sempre sap el que est\u00e0 passant, i si li fan una pregunta, en sap la resposta.<\/li>\n<li>Mostra un inter\u00e8s excepcional pels problemes de les persones adultes, com ara temes d\u2019actualitat (local i mundial), la just\u00edcia, l\u2019univers, etc.<\/li>\n<li>T\u00e9 una forta necessitat de mantenir-se independent i orientat cap als propis interessos.<\/li>\n<li>Mostra una gran sensibilitat i reacciona amb intensitat davant de situacions que li causen dolor<\/li>\n<\/ul>\n<p><strong>FONT: <\/strong>Revista GUIX n.372. (<span style=\"color: #0000ff\"><strong><a style=\"color: #0000ff\" href=\"http:\/\/guix.grao.com\/revistas\/guix\/372-creativitat-i-educacio\" target=\"_blank\" rel=\"noopener\"><em>Creativitat i Educaci\u00f3<\/em><\/a><\/strong><\/span>). Gra\u00f3, 2011. Clic\u00a0<strong><span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"http:\/\/guix.grao.com\/revistas\/guix\/372-creativitat-i-educacio\/detectar-alumnat-amb-capacitats-altes\" target=\"_blank\" rel=\"noopener\">aqu\u00ed<\/a><\/span>.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La formaci\u00f3 i la sensibilitzaci\u00f3 del professorat en aquest camp esdev\u00e9 un factor clau a l\u2019hora d\u2019identificar alumnat amb altes capacitats. <\/p>\n","protected":false},"author":524,"featured_media":767,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[164,120,105,121],"tags":[125,99,165],"tipo":[],"class_list":{"0":"post-1830","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-estrategies-internes","8":"category-motivacio","9":"category-psicologia-de-leducacio","10":"category-qualitat-educativa","11":"tag-comunicacio","12":"tag-creixement-huma","13":"tag-infancia"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - 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