This master thesis consists of a theoretical an empirical part, which are further divided into several subsections. The theoretical part aims to organise a large amount of information, provided by different authors, into a logical whole. I have focused on the history of perceiving talent and have stressed that an accurate definition of the term does not exist. The most often used definition in use today is the one written in the United States Gifted and Talented Children's Education Act of 1978, which highlights four areas of gifted or talented adolescents or children: creatively, intellectually, academically and artistically. Besides regular classes, these children have to have adjusted special programs, which help them develop their capabilities and interests. In order to develop, each gift also needs praise and encouragement from its environment in addition to innate capabilities. That is why my master thesis greatly emphasises the role of the school and the teacher, who has to have a developed pedagogical-psychological and professional qualification along with social intelligence. We know several types of gifts and talent, but I have focused on literary talent, which is a mental activity that includes memory, intelligence and various combinations of gifts and talents. Literary talent is shown in different reproduction activities such as continuing stories and writing prologues, timelines of events, shape poetry, compositions, diaries, letters, dramatizations, connecting texts with cartoons, etc. Alongside other factors, reproductive activities are connected to the concept of literary creativity, which is defined through word fluency, flexibility and originality.
The empirical part describes the hours carried out in class and show the use of differentiation and differences in reproductive tasks between gifted pupils and pupils with average capabilities. I have focused on the use of various approaches in literature classes, which encourage talents and the influence of gifted pupils on the diligence and atmosphere in the classroom. 15 learners were included in the research, 6 of which were gifted. The findings acquired during research confirmed my prior presumptions. Based on criteria prepared beforehand and the analysis of products I have come to the conclusion that there are large differences between the reproductive tasks of gifted pupils and other schoolmates. The introduction of differentiation, individualisation and new tasks of higher complexity do not cause trouble for gifted pupils. With the help encouraging words, diverse teaching forms and methods, tasks and question of higher complexity and with the cooperation of pupils, I tried to influence the development of their gifts and talents, while also motivating them in class. Through their diligence, they greatly influenced the classroom atmosphere and the motivation of other pupils, because they increased their wish towards achieving better results and cooperating in more complex tasks.
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