The adult learner in inservice and staff development (ISD) for gifted programs requires a learning environment based upon several assumptions of adult education. Adult learners tend to be self-directed with an accumulated wealth of experiences. They have a need for immediate application of learning, and they vaiue problem-centered activities. Participants in gifted program ISD are served best in a collaborative atmosphere where they are involved in self-assessment of needs, mutual goal-planning, use of materials and facilities appropriate for adults, and self-evaluation of learning with supportive feedback and followup.
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