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Acknowledgments | p. xv |
Introduction | p. xvii |
One Size Does Not Fit All | p. xviii |
Middle School Years | p. xx |
Rekindling Lost Enthusiasm | p. xxi |
Keeping Alive Children's Natural Enthusiasm to Learn | p. xxii |
All Students Have Talents that Can Be Developed | p. xxiv |
Summary | p. xxvi |
Reversing the Decline in Gifted Middle School Education | p. 1 |
Middle School: The "Black Hole" of Education? | p. 2 |
Problems in Middle School Gifted Education | p. 3 |
Legislative and Policy Remedies | p. 4 |
Identification of Gifted Students | p. 6 |
IQ and Giftedness | p. 7 |
Problems with Global IQ | p. 7 |
Other Problems with IQ Tests | p. 8 |
Gifted or Talented beyond IQ Tests | p. 9 |
Unique Testing Problems for Adolescents | p. 10 |
Achievement Tests | p. 11 |
De-Stressing Testing Situations | p. 11 |
Conclusion | p. 12 |
Teaching and Parenting Gifted Adolescents | p. 15 |
Characteristics of Gifted Children | p. 16 |
Asynchrony | p. 17 |
A Lack of Training for Teachers | p. 18 |
Working with the System | p. 19 |
Goals for Middle Schools | p. 19 |
Characteristics of Influential Teachers of Gifted Middle School Students | p. 21 |
Challenges of Teaching Gifted Adolescents | p. 23 |
Kidwatching | p. 24 |
Matching Teachers to Students | p. 25 |
Parenting Middle School Students | p. 26 |
Renew the Joy of Learning through Out-of-School Experiences | p. 27 |
Out-of-the-Classroom Opportunities | p. 28 |
Personal, Goal-Centered Motivation | p. 28 |
Building Interest | p. 29 |
Emotion-Powered Learning | p. 29 |
Communication Skills and Confidence | p. 30 |
Higher-Level Thinking | p. 30 |
Living History | p. 30 |
Geography | p. 31 |
Current Events | p. 31 |
Novelty and Humor | p. 31 |
Math Skills | p. 31 |
Visualization | p. 32 |
Priming | p. 32 |
Recognize Progress | p. 32 |
Use Feedback | p. 33 |
Play Together | p. 33 |
Emotional Support | p. 33 |
Showing Trust Builds Confidence and Competence | p. 36 |
Conclusion | p. 37 |
The Neurology of Adolescence | p. 39 |
Brain-Based Research | p. 39 |
Does the Research Prove, or Merely Suggest? | p. 40 |
The Adolescent Growth Spurt-It's Also in Their Brains | p. 42 |
Plasticity and Pruning | p. 44 |
Plasticity Research | p. 45 |
Pruning | p. 46 |
Adolescent Pruning | p. 47 |
Gifted Children's Delayed Frontal Pruning | p. 48 |
Five Major Brain Parts for Adolescents | p. 51 |
Corpus Callosum | p. 51 |
Prefrontal Cortex | p. 52 |
Basal Ganglia | p. 52 |
Amygdala | p. 53 |
Cerebellum | p. 53 |
Looking into Gifted Brains | p. 54 |
Even Faster than Neuroimaging | p. 58 |
Is Brain Development All Due to Environment? | p. 59 |
The Future of Brain Mapping | p. 60 |
Conclusion | p. 61 |
Helping Students Overcome Barriers to Learning: Using Our Brains | p. 63 |
The Brain's Information Filters: RAS and Amygdala | p. 63 |
Reticular Activating System (RAS) | p. 64 |
Amygdala | p. 66 |
The Amygdala in Adolescent Brains | p. 69 |
Dopamine-Pleasure System | p. 70 |
Dopamine and Anticipated Pleasure | p. 72 |
Risk, Reward, and Dopamine | p. 73 |
Stress Hormones | p. 75 |
Syn-naps to Avoid Neurotransmitter Depletion | p. 77 |
Connecting Neuro-Knowledge to Classroom Strategies | p. 79 |
Lower the Affective Filter and Raise the Resonance | p. 80 |
The Stress of Being Gifted | p. 81 |
Providing Gifted Students with Emotional Support | p. 83 |
Stress-Busting, Brain-Building Classroom Strategies | p. 84 |
Active Listening | p. 84 |
Build on What They Know | p. 84 |
Encourage Participation, Not Perfection | p. 85 |
Private Response | p. 86 |
Keep Students Engaged | p. 86 |
Strategies to Promote the Dopamine-Pleasure-Attentive | |
State in Gifted Students | p. 87 |
Make the Information Relevant | p. 87 |
Offer Choice and Variety | p. 87 |
Provide Levels of Learning | p. 88 |
Predict for Success | p. 89 |
Stimulate Curiosity | p. 90 |
Offer Chances to Express Creativity | p. 91 |
Acknowledge Success without Stress | p. 92 |
What Parents Can Do to Help | p. 92 |
Bibliotherapy | p. 93 |
Role Playing | p. 94 |
Teach Them to Do It on Their Own | p. 95 |
Reduce Comparisons and Praise Specifically | p. 95 |
Lessons Learned | p. 96 |
Conclusion | p. 97 |
Memory-Building to Enhance Learning | p. 99 |
Types of Memory | p. 100 |
Semantic Memory | p. 100 |
Emotional or Event Memory | p. 101 |
Working Memory | p. 104 |
Maintaining Long-Term Memories | p. 107 |
The Efficiency of Memory Consolidation | p. 109 |
Patterning | p. 110 |
Analogies to Build Patterns | p. 114 |
Patterning Activity to Build Scientific Vocabulary | p. 114 |
Multisensory Input | p. 116 |
Research-Based Strategies for Memory Retention | p. 118 |
Moves to Increase Memory Retrieval | p. 119 |
Executive Functions to Manipulate Information | p. 121 |
Visualizations for Mental Manipulation | p. 123 |
Personalizing | p. 124 |
Example of Personalization: Discussing Ethical Dilemmas | p. 124 |
Teachable Moments | p. 125 |
Teachable Moments in the Ethics of Algebra: Classroom Example | p. 128 |
Parents Can Help Children Personalize Academic Studies | p. 129 |
Start with the Interesting Stuff | p. 130 |
Take It Outside | p. 130 |
Delve into Debate | p. 131 |
Q & A | p. 131 |
Compare and Contrast | p. 131 |
Sleep Tight, Dendrites Ignite | p. 132 |
Deep Sleep Grows Dendrites for Permanent Memory | p. 132 |
Middle School Years and Sleep | p. 134 |
Conclusion | p. 135 |
Structuring Instructional Opportunities for Gifted Students | p. 137 |
Developmentally Planned Lessons | p. 137 |
Homogeneous vs. Heterogeneous | p. 138 |
Homogeneous Groupings for Gifted Children's Social and Emotional Needs | p. 140 |
Program Alternatives | p. 141 |
Ability Grouping | p. 142 |
Gifted Student Groupings | p. 143 |
Mixed Ability Groupings | p. 144 |
Enhancing Gifted Learning through Positive Social Interaction | p. 145 |
Challenging Cooperative Work for Gifted Students | p. 147 |
Sample Cooperative Project for Gifted Middle Schoolers: Math through Paleontology | p. 148 |
Classroom Community-Building to Liberate Gifted Students | p. 149 |
Community-Building Strategies | p. 150 |
Maintaining Class Community | p. 151 |
Conclusion | p. 153 |
Customizing Challenges for Gifts | p. 155 |
Individualization of Instruction | p. 156 |
Individual Intelligences and Learning Styles | p. 156 |
Linguistic Intelligence | p. 157 |
Logical-Mathematical Intelligence | p. 158 |
Visual-Spatial Intelligence | p. 158 |
Musical-Rhythmic Intelligence | p. 158 |
Tactile-Kinesthetic Intelligence | p. 159 |
Interpersonal Intelligence | p. 159 |
Intrapersonal Intelligence | p. 159 |
Naturalist Intelligence | p. 159 |
New Trends among the Intelligences | p. 160 |
The Larger and Overlapping Categories | p. 160 |
Sequential or Analytical Learners | p. 161 |
Global Learners | p. 161 |
Exploratory Learners | p. 162 |
Learning Style-Compatible Teaching | p. 162 |
Individualized Meaning | p. 163 |
Differentiating Instruction | p. 164 |
Guided Choice | p. 165 |
Example of Choice in Learning | p. 167 |
Too Much Choice? | p. 169 |
Homework | p. 170 |
Parent-to-Teacher Homework Feedback | p. 171 |
Journaling and Logs | p. 172 |
Learning Logs | p. 173 |
Literature Logs | p. 174 |
Graphic Organizers | p. 175 |
Venn Diagrams | p. 175 |
Timelines or Chains of Events | p. 175 |
Cause/Effect Visual Organizers | p. 175 |
Webs or Map Organizers | p. 176 |
Metacognition, or Thinking about Thinking | p. 176 |
Metacognition for Comprehension | p. 178 |
Metacognition to Build Lifelong Strategies | p. 179 |
Marshmallows and Goal-Directed Learning | p. 181 |
Strategies to Build Goal-Directed Behavior | p. 182 |
Individualized Goal Setting | p. 183 |
Rubrics | p. 184 |
Planning Rubrics to Enhance Gifted Learning | p. 185 |
Keeping Students on Track with Rubrics | p. 186 |
What to Include in Rubrics | p. 187 |
Rubrics with Challenge Options | p. 188 |
Conclusion | p. 191 |
Enriching Units of Study for Gifted Learners | p. 193 |
Cognitive Atrophy or Enhancement? | p. 193 |
Creating Enriched Classroom Environments | p. 194 |
Use Interests to Unwrap Gifts | p. 197 |
Open Big to Stimulate Learning | p. 199 |
Offer Appropriate Challenge | p. 200 |
Strategies to Promote Gifted Students to Challenge Themselves | p. 201 |
Activities to Increase Challenge for Gifted Students | p. 202 |
Note-Taking/Note-Making Strategy | p. 202 |
Ethnography Activity | p. 203 |
Inspire Motivation | p. 204 |
Motivation and Feedback | p. 205 |
Student-Centered Lessons and Open-Ended, Student-Centered Discussions | p. 209 |
Guidelines for Open-Ended, Student-Centered Discussions | p. 209 |
Student-Centered Discussion Topic: Discriminating Fact from Opinion | p. 210 |
Discussions and Inquiry at Home | p. 211 |
Turning Assessments into Learning Opportunities | p. 213 |
Plan Assessments from the Start | p. 214 |
Pre-Assessments | p. 214 |
Make Assessment Expectations Clear | p. 215 |
Spot Errors in Comprehension with Daily Individual Assessments | p. 216 |
Testing Problems | p. 217 |
Conclusion | p. 218 |
Extending Classroom Learning to Enhance Gifts | p. 219 |
Extension Activities to Engage Gifted Students | p. 220 |
Learning Contracts | p. 221 |
Slowing Down Instead of Speeding Up | p. 222 |
Extensions, Not Add-ons | p. 222 |
Planning Independent Learning Extensions | p. 224 |
In-Class Lesson Extensions | p. 225 |
Mathematics | p. 227 |
Language Arts | p. 229 |
Science | p. 232 |
History | p. 233 |
Pairing Gifted Students for Lesson Extensions | p. 236 |
Small Group Extensions | p. 237 |
History Example: Lincoln-Douglas Debate | p. 237 |
Out-of-Class Extensions | p. 238 |
Mentoring | p. 238 |
Competitions | p. 239 |
Video Game Extensions | p. 239 |
Cross-Curricular Investigations as Extension Activities | p. 240 |
Cross-Curricular Study and Parent Participation | p. 241 |
Conclusion | p. 243 |
Concluding Thoughts | p. 245 |
Sample Activities for Enrichment and Extension | p. 249 |
Glossary | p. 263 |
Endnotes | p. 271 |
References | p. 281 |
Index | p. 293 |
About the Author | p. 305 |
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