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Differentiation of Instruction
"1. Gifted learners must be given stimulating educational experiences
appropriate to their level of ability if they are to realize their potential.
2. Each person has the right to learn and to be provided challenges for
learning at the most appropriate level where growth proceeds most effectively."
National Association for Gifted Children, "Why Should Gifted Education Be
Supported?" NAGC
- Acceleration
a Position Statement of the National
Association for Gifted Children
- Educational acceleration is one of the cornerstones of exemplary gifted
education practices, with more research supporting this intervention than any
other in the literature on gifted individuals. See
Academic Acceleration for more...
-
 Acceleration
for Gifted Learners, K-5
by Joan Franklin Smutny, Sally Y. Walker, Elizabeth A. Meckstroth
 -
Practical guide corrects misunderstandings of acceleration and provides the
tools necessary to effectively determine the most appropriate learning
options for gifted students. Through real-life stories, authors dispel
common myths about acceleration and describe what it is, what forms it
takes, and what it can do for gifted learners—intellectually, socially, and
emotionally. Includes instructional strategies for implementation in
various school settings...
-
 Comprehensive
Curriculum For Gifted Learners
by Joyce VanTassel-Baska
-
Most comprehensive and most practical text on the theory and practical
considerations involved in helping gifted students excel... Also
available from Amazon.co.uk
 and
Amazon.ca
-
Critical Issues and Practices in Gifted Education: What the Research Says
by National Association for Gifted Children,
edited by Jonathan A. Plucker & Carolyn M. Callahan (or from
Amazon)
- The updated edition of the definitive reference book for those searching for a summary and
evaluation of the literature on giftedness and gifted education.
Topics include Neural Bases of Giftedness, Early Childhood and
Identification, Academic Competitions and Creativity, Writing, Science,
Social Studies and Mathematics, and nearly 40 others; each evaluation is
written by the leading researchers in the specific field...
-
Differentiation:
Asset or Liability for Gifted Education?
by Sandra L. Kaplan, in
Gifted Child Today
($)
- The proliferation of definitions and practices related to differentiation
has resulted in the overpopularization and subsequent diffusion of the term.
The question is whether the idea of differentiation is at the point when it
has lost its vitality for gifted students. But even now, educators of
the gifted can use the popularity of the concept of differentiation as an
important catalyst to support the education of gifted students as long as
they are clear about the intent of differentiation and the elements that
must be included in defining the concept in order for it to be an asset to
gifted students...
- Gifted Readers and Reading Instruction
by David Levande
- The greater the ability in reading, the greater the need for a special
program commensurate with that ability
-
 For more reading books, read
Some
of My Best Friends Are Books: Guiding Gifted Readers
by Judith Wynn
Halsted
-
Roeper Review says "...should be on the shelf of every school
library, whether that school offers gifted programming or not."
Also available
from
Amazon.co.uk and Amazon.ca
-
 The
Handbook
of Secondary Gifted Education
by Felicia A. Dixon and Sidney Moon (or from
Amazon)
- An in-depth, research-based look at ways schools and classrooms can
support the development of gifted adolescents. Each chapter is written
by leading scholars and researchers in the field, including Nicholas
Colangelo, Susan Assouline, Sally Reis, Donna Ford, Joyce VanTassel-Baska,
Carolyn Callahan, more...
-
 A
Nation Deceived: How Schools Hold Back America’s Brightest Students
The Templeton National Report on Acceleration
- Acceleration is a powerful educational ally, but it’s a strategy that
requires participation of parents as well as sensitivity to individual needs
and circumstances. For that reason, this report is designed not only to
persuade readers of the value of acceleration, but also to help schools
administer acceleration programs effectively....
Also read the
National Association of Gifted Children (NAGC)
reply
Acceleration in Schools: A Call to Action
-
 Programs
and Services for Secondary Gifted Students: A Guide to Recommended Practices
by Felicia A. Dixon (or from
Amazon)
- A reference for service and program options for practitioners,
administrators, and coordinators; a companion to the more in-depth
The Handbook of Secondary Gifted Education. Part I: the gifted
adolescent's cognitive social and emotional dimensions, including
suggestions for academic, personal/social, and career exploration best
practices; Part II: programmatic offerings such as AP and IB, distance
learning, magnet and other special schools, study abroad, and early entrance
to college options; Part III: a view of optimal future directions—taking
into account obstacles to change in today’s high schools...
- Reading Levels of
Children's Books: How Can You Tell?
by Carolyn K.
- What is the reading level of the books this child is reading? The answers
may confuse you...
Research
Synthesis on Gifted Provisions
by Karen Rogers
Dr. Karen Rogers updates (1999) her earlier synthesis of what the research
says about gifted educational provisions. Essential gifted education
provisions are listed, along with their effect on students when comparing to
other gifted students...
The Role of
Advanced Placement in Talent Development
by Joyce VanTassel-Baska
AP course work is exemplary of a tailored curriculum response that
recognizes advanced cognitive capacities such as abstract reasoning, higher
level thinking, and rapid learning rate in such students and provides a rich
and complex set of learning experiences. The program is comprehensive by
specific subject area, and although offered only at high school level, has
promise for earlier articulation of major skills and processes...
 Social-Emotional
Curriculum With Gifted and Talented Students
by Joyce VanTassel-Baska, Tracy Cross and F. Richard Olenchak
A thorough introduction to methods for developing social-emotional
curricula for use with gifted and talented learners in the school setting,
including strategies that work for implementing social-emotional needs in
the everyday curricula... A handy guide to developing social-emotional
curricula for gifted students
 Strategies
for Differentiating Instruction: best practices for the classroom
by Julia L. Roberts & Tracy F. Inman
(or from
Amazon)
Most comprehensive and most practical text on the theory and practical
considerations involved in helping gifted students excel...
 Teaching
Gifted Kids in Today's Classroom: Strategies and Techniques Every Teacher
Can Use
by Susan Winebrenner Also available from
Amazon.co.uk and Amazon.ca
The CD of all the reproducibles from the book is now included in the revised,
expanded and updated version.An excellent guide to modifying curriculum for gifted elementary and
middle school students in the regular classroom. In combination with
Teaching
Kids With Learning Difficulties in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students
by Susan Winebrenner and Pamela Espeland
or
Amazon.co.uk this is a teacher's guide to teaching twice exceptional
gifted children...
Twice
Exceptional/Twice Successful: Back to School Strategies that Work
by Linda Collins
Twice-exceptional students also need intentional support that personalizes
a strategic educational plan in each class. This is not coincidental,
accidental, or unintentional support. The IEP/504 fulfills legal obligations
for special education services, but teachers may need a more detailed
intentional approach to helping a 2-e student in a particular content area,
a more focused, delineated, plan, especially if the student is attempting an
Honors or Advanced Placement class...
Academic
asynchrony by Charlotte A. Akin
This article focuses on asynchrony in terms of academic development seen
in elementary, children in third- and fourth-grade self-contained classrooms
for the gifted. After a general discussion, particular attention will be given
to individual cases of asynchrony within a content area. How do teachers find
it? And, once found, how do teachers deal with it?
Assessing
Instructional and Curricular Strategies
by E. Jean Gubbins
Modifying, differentiating, and enriching the curricula are three
approaches to curricular strategies. Checklist helps answer the question, To
what extent do you practice curriculum modification?
The
Atterbury Files: an extra curricular inquiry project illustrating local
history by Ronald V. Morris, in
Gifted Child Today
($)
The students documented the history of this area as an extracurricular
project growing from interdisciplinary science and social studies field trips
to the area with the purpose of preserving the history of the past. Students
conducted research for their book through oral history interviews with members
of the local community and by examining local records. They wrote during their
free time, in study halls, at lunch, before and after school, and occasionally
when they got release time from science or social studies classes...
Attention
Teachers! Homogeneous is [not always] a bad word! by Janet Chapman
A well-known and utilized concept in education, Vygotsky's "zone of
proximal development" (1962, p. 104), epitomizes this idea that students
should work with material slightly ahead of their independent level in order
to promote development...
Basic
Educational Options for Gifted Students in Schools by Joyce
VanTassel-Baska
Most school mission statements proclaim the intention of educating every
child to the level of his or her potential, yet many times those words have
no translation value for the gifted as they sit bored in classrooms where
their instructional level exceeds by years... There is a real need to
consider nonnegotiable options for this population...
Best
Evidence Encyclopedia Johns Hopkins University
JHU's Center for Data-Driven Reform in Education. Full reports on
research-based educational reforms that work.
Comprehensive elementary and secondary school reforms, math programs at all
levels, reading for English Language Learners (ELL), and more...
Biographies
and Autobiographies: Life Models in the Classroom by Bertie Kingore
Biographies and autobiographies frequently serve as role models for gifted
students by illustrating how even prominent or successful people experience
triumphs, failures, and hardships throughout their lives. Activities are
suggested...
Catering
for Mathematically Gifted Elementary Students: Learning from Challenging Tasks by
Carmel M. Diezmann, James J. Watters, in
Gifted Child Today
($)
All learners require challenging tasks to facilitate learning and develop
autonomy. To realize their potential, gifted students should engage in
challenging tasks for three reasons: cognition, metacognition, and motivation
Challenging Gifted
Students in the Regular Classroom (ERIC Digest #513) by Beverly N. Parke
How do teachers develop an instructional plan that will be challenging,
enlightening, and intriguing to students of different abilities, and still
maintain a sense of community within the classroom?
Content
Based Curriculum for High Ability Learners by Joyce VanTassel-Baska and
Catherine Little
Written by recognized gifted curriculum leader VanTassel-Baska and her
associates at the Center for Gifted Education at the College of William and
Mary, this award-winning service publication of the National Association for Gifted Children
illustrates award-winning curriculum units in language arts, social studies
and science... Also available from Amazon.co.uk
and Amazon.ca
Cooperative
Learning and the Academically Talented Student by Ann Robinson
Weaknesses in the cooperative learning literature, as it relates to
academically talented students, are explored. ...includes five
research-based recommendations related to using cooperative learning most
effectively with academically talented students:
 | Cooperative learning in the heterogeneous classroom should not be
substituted for specialized programs and services for academically talented
students. |
| Models which encourage access to materials beyond grade level are
preferable for academically talented students. |
| Models which permit flexible pacing are preferable for academically
talented students. |
| Student achievement disparities within the group should not be too
severe... (requires Adobe Reader)
|
Creative
Strategies for Teaching Language Arts to Gifted Students (K-8) (ERIC
Digest #612) by Joan Franklin Smutny
Teaching strategies that stimulate higher level and imaginative thinking
are important curriculum extensions for gifted students who have already
mastered much of the written and oral language skills required at their grade
level. This digest presents strategies and activities...
Curriculum as Profound Engagement with the World by Michael C. Thompson
A Keynote Speech to the National Curriculum Networking Conference
What drives me to write curriculum is the image of a classroom as a kind of
helicopter, that lets a kid zoom around and see everything. New things.
What drives me to write curriculum is the image of a child, arriving at a new
awareness of the world...
Curriculum
Compacting on the Metagifted site
What Is It? How Do You Do It? and Does it Work? Curriculum compacting is
one way to meet the needs of gifted students in the regular classroom
Curriculum Compacting and Achievement Test Scores:
What Does the Research Say? by Reis, Westberg. Kulikowich, and Purcell,
in Gifted
Child Quarterly
Curriculum compacting for students who display content mastery, where 40%-50% of the regular curriculum content is eliminated, can be implemented without fears that normative national test scores will decline (abstract)
Curriculum
Compacting: A Necessity for Academic Advancement by Del Siegle
The compacting procedure is simple: Determine what the students already
know and what they still need to learn, and replace it with more challenging
material that they would like to learn
Curriculum
Compacting: A Research-based Differentiation Strategy for Culturally Diverse
Talented Students by Joseph S. Renzulli & Sally M. Reis
Curriculum compacting is one technique for providing equitably for all
students. [Compacting] is adaptable to any school organizational plan or
curricular framework, and it is flexible enough to be used within the
context of rapidly changing approaches to general education. The research
described in this chapter and the practical experiences gained through
several years of field testing and refining the compacting process,
particularly in urban areas and in schools that serve culturally diverse
students, have demonstrated that many positive benefits can result from this
process for both students and teachers, and particularly, talented students
who may be placed at risk for underachieving in school...
Curriculum
Compacting: A Systematic Procedure for Modifying the Curriculum for Above
Average Ability Students by Sally M. Reis and Joseph S. Renzulli
The Good News--Research that offers a practical solution
Developing
Leadership in Gifted Youth (ERIC Digest #485) by Frances A. Karnes and Suzanne M. Bean
Preparing young people for leadership responsibility begins in the home...
Major emphasis should be placed on leadership development in all academic
areas, including the fine and performing arts...
Developing
leadership skills in young gifted students by Amy Bisland, in
Gifted Child Today
($)
As society grows into a more cooperative society, the importance of
finding emerging leaders has become crucial. Not only should these potential
leaders be identified, but also their talents need the opportunity to develop.
As a result, leadership education continues to be a concern in gifted
education. However, it remains an abstract concept that is often ignored in
school curricula...
Developing
Mathematical Talent: They Don't Have to Be Bored to Tears by Ann
Lupkowski-Shoplik, director of the Carnegie Mellon Institute for Talented
Elementary and Secondary Students (C-MITES)
Beginning with the common myths, and moving to identification and
programming, Lupkowski-Shoplik offers a comprehensive in-service for
teachers of math-gifted students K-12... (requires Adobe Reader) Watch and listen
to Dr. Shoplik's entire presentation "live" via Illuminate Live! Visit
PAGE online
professional development...
Developing
Programs for Students of High Ability (ERIC Digest #502) by Sandra L.
Berger
An effective program comprises eight major components... Needs assessment,
definition of population, identification procedures, program goals, program
organization and format, staff selection and training, curriculum development,
and program evaluation...
Developing
Verbal Talent by Michael Thompson
Verbal talent is developed by new verbal experience. It will not develop
on its own, and it will not develop if the only experiences a child has are
within the child’s existing range of verbal experience. Verbal talent will
develop when a child is thrown into verbal situations that he or she can’t do,
doesn’t understand, hasn’t seen before — forcing the child to stop, think,
listen, pay attention, reread, study, change...
Differentiate, Don't Standardize
by Nel Noddings, EdWeek
It is unlikely that national standards will have a substantial effect on
academic achievement. Standardization has also been supported by the growth
in AP courses. But increased participation in AP courses has not produced a
greater proportion of students passing the AP tests. Failure rates have
risen. Simply stating what students must know and be able to do is not
enough to ensure the desired outcomes...
Differentiating Curriculum
for Gifted Students (ERIC Digest #510) by Sandra L. Berger
No matter where gifted children are educated, they need an appropriately
differentiated curriculum designed to address their individual
characteristics, needs, abilities, and interests
-
 Differentiating
Instruction With Centers in the Gifted Classroom by Julia L. Roberts and
Julia Roberts Boggess (grades K-8) (or from
Amazon)
- Provides ideas and guidance for creating classroom centers to challenge
gifted learners and encourage high-level, independent thinking. Develop
in-depth learning on a variety of topics. Discusses using centers in each
content area, with suggestions from experts in the content areas and
easy-to-implement lessons beyond the core curriculum...
Differentiating
the Language Arts for High Ability Learners (ERIC Digest #640) by Joyce
VanTassel-Baska
Gifted children often achieve language competency at an earlier age than
their chronological age-mates. High-ability learners may excel in many
language arts areas from reading and literary analysis to creative writing,
poetry, and prose. Typically, teaching in the language arts has emphasized
reading skills and low-level questions over active learning and inquiry. Such
a low-level emphasis fails to challenge high-ability learners...
Differentiation:
Definition and Description for Gifted and Talented by Susan T. Dinnocenti
Educational terms often become buzzwords... and misconception replaces the
intended meaning that results in confusion or lack of implementation...
Differentiation
of Curriculum and Instruction, a Position Paper of the
National Association for Gifted Children
To provide appropriate and challenging educational experiences for gifted
students, differentiation may include:
acceleration of instruction; in-depth study; a high degree of complexity;
advanced content; and/or variety in content and form. Problems occur
when teachers attempt to meet the needs of gifted students by ...
Differentiation
tips for Teachers: Practical Strategies for the Classroom by J. Kirchner
& T. Inman
In order for differentiation to be effective, assessment must be an
ongoing part of teaching and learning. Planning, preassessment [sic] and
differentiation...
Differentiation with Dr. Carol Ann Tomlinson,
Part 2 and
Part
3 a podcast interview
Listen and watch discussion of issues of
implementation as related to differentiated instruction with Dr. Carol Ann
Tomlinson...
Does
Accelerated Reader Work? The (Lack of ) Experimental Evidence Supporting the
Use of Accelerated Reader by Stephen D Krashen, Journal of Children's
Literature
The results strongly suggest that of the four aspects of AR, access to
books, time devoted to reading, tests, and rewards, only the first two are
supported by research. There is considerable evidence that providing access to
books results in more reading and better reading and considerable evidence
that providing time to read results in better reading. There is suggestive
evidence that incentives do not promote additional reading in the long term...
Effective
Techniques for Teaching Highly Gifted Visual-Spatial Learners by Linda
Kreger Silverman
Great teaching strategies for your highly gifted visual-spatial learner...
(requires Adobe)
A Fable?
printed in The Instructor, April. 1968
One time the animals had a school. The curriculum consisted of running,
climbing, flying and swimming, and all the animals took all the subjects...
Fostering Academic
Creativity in Gifted Students (ERIC Digest #484) by Paul E. Torrance and
Kathy Goff
Some things caring adults can do to foster and nurture creativity in
gifted students...
From
feds on down, AP students are being neglected by Walt Gardner
Until recently, the one program for gifted students in public schools that
seemed immune to criticism was AP... But AP is now facing a backlash
that worries parents and students. A series of questions about the caliber
of instruction have surfaced... With mounting criticism from so many sides,
another college-level offering known as the dual enrollment course is slowly
gaining traction. These courses are taken either at college or at high
school, with instruction paid or supervised by the college...
Gifted all day long: implementing
new state standards that require gifted and talented education services to be
an integral part of the core curriculum will result in improved teaching and
learning for everyone by Margaret Gosfield
Recognizing that gifted students are gifted every day, all day--not just
on Tuesday afternoon--the new legislation specifies that services in GATE
(California's gifted and talented education) programs must be an integral
part of the school day, and include modification and extensions of core
curriculum appropriate for gifted learners. Yeah!
Gifted
Kids, Gifted Characters, and Great Books by Bertie Kingore
The annotated bibliography in this article focuses on the following three
criteria: the books are written by authors of merit; each book contains
well-developed characters who display gifted behaviors; and the stories include
thought-provoking problem situations, issues, or personal needs with which
gifted students can identify...
Gifted
readers: Who are they, and how can they be served in the classroom? by
Andrea Vosslamber, in
Gifted Child Today
($)
Who is a gifted reader? There are two main ways that gifted readers' needs
are addressed in the classroom--enrichment or acceleration... How can
gifted readers be served in the classroom? Teachers who meet the needs
of their students are also concerned in the need to identify gifted abilities
so as to provide suitable programs...
Guidance
on teaching the gifted + talented Qualifications and Curriculum Authority
(QCA)
From general guidance including identification, policies, matching
learners needs, and case studies of gifted 14-19 year-olds, to subject
specific guidance on curriculum modifications for the gifted, in English,
Math, Science and lots more...
Guiding
the Gifted Reader (ERIC Digest #481) by Judith Wynn Halsted
How to offer challenging reading to gifted students, how to guide their
reading, and how to know what books to recommend to them or their parents....
How to develop programs that use literature in ways that are the most helpful
to gifted students and make the most effective use of their abilities...
Harry
Potter: enchantment for all seasons by Sharon Black
Next to the influence of the parents, the most potent force for this
search for meaning is one's cultural heritage and that, "when children are
young, it is literature that carries such information best." Harry
Potter is a story that can meet such needs, particularly for the gifted, with
their vivid imaginations, their need to understand themselves as individuals
who often stand apart, and their drive to make sense of a universe that can be
a complicated mix of good and evil, ethical and unethical, humane and cruel...
Helping
students learn only what they don't already know by Julian Stanley
Well-known, well validated principles of individual-difference psychology
and education should lead to major changes in classroom instruction. Students
need to be helped to learn what they do not already know, instead of being
marched through course materials in lock step, largely regardless of what they
knew at the start of the course. That especially hurts the intellectually
talented, who tend to be far ahead of grade level... (a chapter from
Talent Development IV: Proceedings from the 1998 Henry B. and Jocelyn Wallace
National Research Symposium on Talent Development)
Highly Gifted Children
in Full Inclusion Classrooms by Kathi Kearney
With intellect developing at one-and-one-half, one-and-three-quarters, or
even double the usual rate, an age-graded curriculum poses enormous academic
problems, which, unaddressed, sometimes spill over into the social arena
 How
to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann
Tomlinson
Dispelling the myths about the nature of giftedness with credible
research, Sousa provides a greater understanding of the idiosyncrasies of
gifted children, and the implications for teaching and parenting them...
If Dr. Seuss had a
gifted child.... by Mary Beth Northrup
A terrific poem about our gifted kids, written in traditional Seuss-ian
style
Inclusion
a PAGE Bulletin
Too often the reality for gifted students is that their needs are not met
in the regular classroom...
An
Independent Study Model for Secondary Students by Del Siegle
One option for serving gifted and talented students at the secondary level
is an independent study model based on student developed courses
Individual
Instruction Plan Menu for the Gifted Child by Center for Gifted Education
College of William and Mary
Subject by subject possibilities for individualized student instructional
modifications, from Language Arts to Math to Creativity and far more.
"Recommendations are intended for consideration by those who know the
child well and can make informed decisions about the relevance and practical
application of a recommendation to an individual child's aptitude, interest,
and needs."
In
search of reality: unraveling the myths about tracking, ability grouping, and
the gifted by Susan Winebrenner, Roeper Review (available for a fee from
Highbeam.com)
The antitracking movement has suddenly become anti-ability grouping,
resulting in serious side-effects for gifted students who currently are being
served effectively in ability-grouped programs that consistently meet their
needs. Closer scrutiny of the research frequently cited reveals commonly-held
misinterpretations and misconceptions...
Integrating
the Arts into the Curriculum for Gifted Students (ERIC Digest #631) by
Joan Franklin Smutny
Studies have shown that the arts can significantly advance gifted
students' academic and creative abilities and cognitive functioning. This is a
strong rationale for making the arts an essential feature of gifted
education...
Integrating
an affective component in the curriculum for gifted and talented students
by Karen Johnson, in
Gifted Child Today
($)
Affective education is an important aspect in today's schools, and it can
be accomplished with little effort. Gifted children face emotional issues, as
do other children; however, they may have a heightened self-awareness. In
addition, gifted students may be perfectionistic or excessively critical of
what they can do and achieve. Therefore, these same students may have a low
self-esteem or a low perception of their abilities...
Introversion:
The Often Forgotten Factor Impacting the Gifted by Jill D. Burruss and
Lisa Kaenzig
"Introversion is simply a personality trait found in a small
percentage of the total population. Introverts are different from extraverts
and this difference is very difficult for the extravert to understand
because they do not operate in that fashion. And because they do not
understand it, many continually try to help the introvert become more
social, more gregarious, more outgoing, and have more fun from the extravert
perspective. Such is the situation of the introvert, a minority in the
regular population but a majority in the gifted population."
Is Gifted Education
Still Viable? by Jonathan A. Plucker
It is hard to imagine standing up at a school board meeting and saying,
"Why are we wasting all of this time and money on helping students develop
their talents?" Yet as ludicrous as that sounds, it happens all the time
during debates over the appropriateness of gifted education programs...
'Mathematics
for All' Must Include High-Ability and Highly Motivated Students by
Glenda Lappan, president NCTM
All too often, we cope with [gifted math] students by giving them more of
the same. If the less able students do 10 problems, the more able students
do 25. This does little to encourage deeper mathematical thinking and might
even turn capable students against mathematics
Meeting the Needs of Able
Learners through Flexible Pacing (ERIC Digest #464)
With flexible pacing all students can progress through school at a pace
that provides a steady challenge without crippling frustration or
unreasonable pressure
Meeting
the Needs of Culturally and Linguistically Diverse and Special-Needs
Students in Rural Communities: A Report on McREL's Diversity Roundtable IV
from McREL
Implementing differentiated instruction. How can the teacher meet
the needs of one or two [GT] learners in the classroom? [GT students]
do not know how to put themselves in the zone of proximal development.
It is the teacher's job to do that. One approach is... (requires Adobe Reader)
 Methods
And Materials For Teaching The Gifted by Frances A. Karnes & Suzanne M.
Bean
Comprehensive textbook introduction to gifted education curriculum planning, instructional
unit design, evaluation, and teaching methods. Chapters include
differentiated curricular design, process skills development, instructional
practices. Expands upon earlier editions with new chapters and fully
updated information and research...
The Miseducation of Our Gifted Children by Ellen Winner
Gifted children are usually bored and unengaged in school; they tend to be
highly critical of their teachers, who they feel know less than they do, and
they are often underachievers...
Modifying
Regular Classroom Curriculum for High Ability Students by Laura E. McGrail
Students previously served in part-time, pull-out programs must also
[emphasis added] receive appropriate instruction within the context of their
regular classrooms, towards the objectives of meeting the learning capacity of
the students, meeting the students' rapid rate of learning in all or some
areas of study, and providing time and resources so the students can pursue
areas of special interest...
The
Myth About Homework: Think hours of slogging are helping your child make the
grade? Think again by Claudia Wallis, Time Magazine
[Two new] books cite studies, surveys, statistics, along with some
hair-raising anecdotes, on how a rising tide of dull, useless assignments is
oppressing families and making kids hate learning. Why don't more
parents in homework-heavy districts take such actions? Do too many of us
think it's just our child who is struggling, so who are we to lead a revolt?
More on the research
Duke
Study: Homework Helps Students Succeed in School, As Long as There Isn't Too
Much
Nation
Twice
Exceptional/Twice Successful: Back to School Strategies that Work
by Linda Collins
Twice-exceptional students also need intentional support that personalizes
a strategic educational plan in each class. This is not coincidental,
accidental, or unintentional support. The IEP/504 fulfills legal obligations
for special education services, but teachers may need a more detailed
intentional approach to helping a 2-e student in a particular content area,
a more focused, delineated, plan, especially if the student is attempting an
Honors or Advanced Placement class...
The
New RtI: Response to Intelligence
by Penny Choice and Sally Walker
Will the RtI movement leave Gifted students behind . . . again? The
New RtI provides academic challenge and social/emotional support to children
of high potential. The authors turn the original RtI model on its side,
create a mirror image, and place Tier 2 and Tier 3 students on a continuum,
finally providing for ALL students in the classroom including gifted
students...
NRC/GT
Looks at Self-Reflection of Classroom Practices by E. Jean Gubbons
...teachers could make adjustments in their instructional and curricular
practices in the following ways: ...grouping, accelerated work, higher level
thinking skills, enrichment, (more)...
An
Observational Study of Instructional and Curricular Practices Used With
Gifted and Talented Students in Regular Classrooms by Karen L. Westberg,
Francis X. Archambault, Jr., Sally M. Dobyns, and Thomas J. Salvin
Despite several years of advocacy and efforts to meet the needs of gifted
and talented students in this country, little
differentiation in the instructional and curricular practices is provided to
gifted and talented students in the regular classroom. Teachers and
administrators need more preservice and inservice training programs... (requires
Adobe Reader)
On EPGY... by Draper
Kauffman, Kit Finn and Trindel Maine
Four gifted children's experience with EPGY K-8 and Pre-Calc math
programs...
One size fits all?
by Mike Robison
Age based tracking versus ability grouping in elementary school
mathematics...
Online
learning: A smart way to nurture gifted kids by Laura Vanderkam
With online learning, the newest wave of education, gifted students can take
classes local schools can't offer and learn at their own frenetic pace.
Framework already exists...
On the Wrong Track?
by Debra Viadero, in EdWeek
A handful of researchers, pointing to some newer studies and rehashing old
ones, are reopening the debate on Tracking
Planning Science Programs
for High-Ability Learners (ERIC Digest #546) by Joyce VanTassel-Baska
What subject most intrigues young high ability learners? What subject is
still rated highly by middle school academically talented learners?
Interestingly, the answer is science...
Problem
solving and gifted education: a differentiated fifth-grade fantasy unit by
Kenneth Smith and Michele Weitz, in
Gifted Child Today
($)
All students are capable of manifesting higher levels of performance if
they can learn and apply content in a way that matches their strengths.
The gifted literature provided guidelines for offering students a variety of
opportunities to work together according to commonality in ability, interests,
learning style, and preference for various modes of expression...
Profiles
of Successful Practices for High Ability Students in Elementary Classrooms
by Karen L. Westberg and Francis X. Archambault, Jr., Editors, with
contributions from The University of Georgia, The University of Virginia,
and Yale University, and The University of Connecticut
Using a multisite case study method, researchers conducted observations in
classrooms and interviewed teachers, administrators, and students at 10
school sites to describe both the specific ways that teachers make
accommodations for individual students and the factors that influence these
practices. (requires Adobe Reader)
Providing Curriculum
Alternatives To Motivate Gifted Students (ERIC Digest #524) by Susan
Winebrenner and Sandra Berger
Gifted students may never achieve their potential because they have not
had complex tasks and have never learned to really work
Quo
Vadis*, Gifted Education (Quo
Vadis*, Gifted Education in pdf format) by Joyce VanTassel-Baska
...the future state of gifted education is likely to remain chaotic,
defensive, and peripheral to public education unless we change the way we do
business as a field. So what will it take to "break the mold," to move
the field to higher ground where connection, coherence, and centrality to the
world of public education become the mantra? (requires Adobe Reader)
Reading
Instruction for the Primary Gifted Learner by Bertie Kingore
Gifted readers have the ability to read beyond grade level, and thus, they
risk receiving less instructional attention. Conventional wisdom has
been that these students plateau and read at grade level by third or fourth
grade. Indeed, advanced readers who are limited to a grade-level reading
program can regress in their pace of progress...
Research
Should Inform Practice by E. Jean Gubbins
... examined the effectiveness of various service delivery models on
students' cognitive and affective outcomes and concluded...
Rethinking
Curriculum, Instruction, and Assessment in Gifted Education at the End of the
Millennium by James Borland
School personnel need to look at the regular curriculum and at the needs
of their gifted students and determine where the former is failing the latter.
And then curricular goals need to be formulated that address the deficiencies
in the core curriculum for gifted learners, and a scope and sequence of
objectives, skills, and content needs to be formulated ...
Research
Synthesis by Karen B. Rogers
Rogers updates (1999) her 1991 research synthesis regarding gifted
education provisions...
| Gifted students are significantly more likely to retain science and
mathematics content accurately when taught 2-3 times faster than "normal"
class pace. |
| Gifted students are significantly more likely to forget or mislearn
science and mathematics content when they must drill and review it more than
2-3 times |
| Gifted students perform significantly more highly when the majority of
their time is spent in true peer interactions (academic core areas only)
|
The
Results of the Replication of the Classroom Practices Survey Replication in
Two States by Karen L. Westberg and Megan E. Daoust
Have teachers' classroom practices changed in the 10 years since the
Classroom Practices Study was conducted by The National Research Center on the
Gifted and Talented (NRC/GT)? ...teachers' differentiation practices in
third and fourth grade classrooms have not changed in the last 10 years...
Self-Regulated
Learning and Academically Talented Students by Sally Reis
The development of good self-regulation usually involves self-observation;
self-judgment; self-reaction with goal-setting, self-administered praise or
criticism, and asking for help. Guiding students in acquiring these
strategies can successfully increase their self-regulation and enhance
academic achievement...
Social-Emotional
Curriculum With Gifted and Talented Students by Joyce VanTassel-Baska,
Tracy Cross and F. Richard Olenchak
A thorough introduction to methods for developing social-emotional
curricula for use with gifted and talented learners in the school setting,
including strategies that work for implementing social-emotional needs in
the everyday curricula... A handy guide to developing social-emotional
curricula for gifted students
Special Programs Found
To Benefit Gifted Students by Debra Viadero, in
EdWeek
Gifted students achieve more in special programs, regardless of whether
they get that extra help in the regular classroom or in special classes and
schools
Stay out of the way and let them learn...
by Del Siegle
One teacher's perspective... (PodCast)
Successful
Strategies for Teaching Gifted Learners by Marie Capurro
Tip #1:
Familiarize Yourself with the Characteristics of Intellectually Gifted
Students. Tip #2: Let Go of "Normal". Tip #3: Conduct Informal
Assessments...
TAGFAM MonTAGe
E-Journal: Back to School Issues, Vol. 1, No. 8 editor, Valorie J. King
Includes articles "Strategy, Assessment, and Tactics" and
"Problem Solving 103: The Roles of the School Principal"
Talent
Development for Everyone by Bruce N. Berube
A Review of Developing the Gifts and Talents of All Students in the
Regular Classroom
 Teaching
Beyond the Test: Differentiated Project-Based Learning in a Standards-Based
Age, Grades 6 & Up by Phil and Dori Schlemmer
To thrive in their uncertain future, students must know more than how to
take tests. Transforming students into confident, self-directed, lifelong
learners requires differentiated instruction and project-based learning.
This practical classroom resource presents dozens of strategies for
differentiation among learners, and a range of fully developed
content-focused projects, each modeling one or more differentiation
strategies...
Teaching
Young Gifted Children in the Regular Classroom: Identifying, Nurturing, and
Challenging Ages 4-9 by Joan Smutny, Sally Walker, Elizabeth Meckstroth
A new guide for our youngest gifted
students... or
Amazon.co.uk
Technology
empowers differentiated instruction by Meris
Stansbury, Associate Editor,
eSchool News
"Above all, DI [Differentiated Instruction] should be used to promote
21st-century skills, [including] digital-age literacy, inventive thinking,
effective communication, and high productivity. A mastery of these skills
will lead to student achievement." Technology is a great choice to
consider for DI, because it helps to personalize instruction, enhances
learning with multimedia components, can help students construct new
knowledge, and motivates students with their work...
They're
Not Bringing My Brain Out by Rosemary Cathcart
Have you ever wondered how to cope with a very bright child when you've
got 25 other children in the class? What to do now you're in charge of
the gifted programme? How to help the teacher understand your gifted
child? This book is written for everyone who lives or works with a
gifted child... (published in New Zealand)
Through
the looking glass: one school's reflections on differentiation by Carol
Tieso, in
Gifted Child Today
($)
There has been one innovation introduced that has demonstrated initial and
lasting change: peer or technical coaching, combined with strategies and
techniques for enhancing and differentiating curricula for high-ability
students. Chronicles a year of implementing technical and peer coaching
models to help teachers modify, differentiate, and enrich the curriculum for
diverse learners...
Tiered
lessons: one way to differentiate mathematics instruction by Cheryll M.
Adams, in
Gifted Child Today
($)
A tiered lesson is a differentiation strategy that addresses a particular
standard, key concept, and generalization, but allows several pathways for
students to arrive at an understanding of these components based on their
interests, readiness, or learning profiles. Take a closer look at the anatomy
of a tiered lesson...
To My
Teacher by Shaun
I didn't ask for it. This mind that seems to so repulse you.
It's not my fault I'm different in a way you cannot stand.
I cannot understand why a man like you could fear me.
But fear is what I see in you - it's either that or hate.
The Tracking and
Ability Grouping Debate by Tom Loveless,
Thomas B. Fordham
Foundation
Tracking and ability grouping remain among the most hotly debated topics
in American education today, as they have been for nearly a century. After
all this time and attention, what have we actually learned about these
issues?
Using Gifted Education Strategies With All
Students by E. Jean Gubbins & NRC/GT Research Team
Our research team investigated not only what happens if you try to extend the
pedagogy of gifted education to regular classrooms, but also, what happens when
you attempt to upscale an innovation?
Using
the literary masters to inspire written expression in gifted students by
Deidra M. Gammill
Throughout history, gifted writers have enriched the human experience with
the power and beauty of words. These literary masters enlighten us to
universal truths, expand our minds to new ideas and visions, and challenge us
to advance civilization. Exposing gifted students to the vast realm of
important literature can inspire them to find their own voices and attain
personal growth while making contributions to their culture...
What
can happen to bored gifted students by Tara Malone
The rule of thumb tends to be the more gifted a child, the greater the
disparity between a student's ability and age and the greater the risk for
emotional and social problems. Depression. Delinquency.
Dropping out. And even suicide. Gifted children, who some say are
smart enough to know better, are not immune to such dangers. In fact,
gifted children might be more at risk than ever...
What Do
Gifted Children Need? by Betsy Van Dorn
Family Education Network emphasizes "There is no unique
characteristic or single factor that identifies giftedness."
Why
teachers need to be readers by Penny Britton Kolloff, in
Gifted Child Today
($)
These findings suggest a circular pattern: Many teachers do not read for
pleasure, And thus, do not excite children about reading. They do not immerse
their students in literature in the classroom, and, as a result, these young
people do not develop a love or habit of reading--many grow up to be teachers
who do not share the enjoyment of reading with their students...
William & Mary's
Center for Gifted Education Curriculum Units
Science, Language Arts, and more curriculum units for gifted students, including
"Acid, Acid Everywhere" and "Electricity City"
William
and Mary Teaching Models
Complete details on the Literature Web, Hamburger Model for Persuasive
Writing, Vocabulary Web, Paul's Elements of Reasoning, Analyzing Primary
Sources, and Research Model...
A
Writers' Workshop for Highly Verbal Students by Cecile P. Frey, in
Gifted Child Today
($)
Help understand how far gifted students can go if they are given the
opportunity to do so. Their depth, perception, motivation, and ability to make
connections were far greater than I had expected. They represented to me the
best in intrinsic learning, as they wanted to read and discuss for its own
sake, rather than for the grade...
Writing
Like Writers: Guiding Elementary Children Through a Writer's Workshop
by Kathryn L. Johnson & Pamela V. Westkott
Guided Writer's Workshop for elementary (and even secondary!) students. An
excellent resource for teachers, homeschoolers, and students. Also
available from Amazon.co.uk and Amazon.ca
Last updated
December 01, 2020
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