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9780910707930

Inspiring Middle School Minds: Gifted, Creative, & Challenging : Brain- and Research-Based Strategies to Enchance Learning for Gifted Students

by
  • ISBN13:

    9780910707930

  • ISBN10:

    0910707936

  • Format: Paperback
  • Copyright: 2009-03-01
  • Publisher: Great Potential Pr Inc

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Summary

Teaching adolescents can be quite challenging. Dr. Judith Willis, a neurologist and teacher, explains the inner workings of the adolescent brain. She uses the findings of brain research in her classroom to explain how parents and teachers can trigger untapped inspiration in students. Middle school education has often been a ¿black hole¿ for gifted students, seldom providing adequate challenge. By understanding how the brain works, however, we can make learning for all youngsters exciting and stimulating. The information and advice in this book will help parents and teachers design positive and rewarding learning experiences that will then be stored in long-term memory rather than ¿deleted¿ or ¿filtered out.¿

Author Biography

Dr. Judy Willis, a board-certified neurologist and middle school teacher in Santa Barbara, California, has combined her training in neuroscience and neuroimaging with her teacher education training and years of classroom experience. She has become an authority in the field of learning-centered brain research and classroom strategies derived from this research.Dr. Willis is on the board of directors of the Hawn Foundation for mindfulness education programs organized by Goldie Hawn, and has traveled internationally with actress Goldie Hawn to make presentations about mindful teaching and learning. They were 2009 Featured Speaker Co-Presenters at the Association for Supervision and Curriculum Development (ASCD) National Conference.

Table of Contents

Acknowledgmentsp. xv
Introductionp. xvii
One Size Does Not Fit Allp. xviii
Middle School Yearsp. xx
Rekindling Lost Enthusiasmp. xxi
Keeping Alive Children's Natural Enthusiasm to Learnp. xxii
All Students Have Talents that Can Be Developedp. xxiv
Summaryp. xxvi
Reversing the Decline in Gifted Middle School Educationp. 1
Middle School: The "Black Hole" of Education?p. 2
Problems in Middle School Gifted Educationp. 3
Legislative and Policy Remediesp. 4
Identification of Gifted Studentsp. 6
IQ and Giftednessp. 7
Problems with Global IQp. 7
Other Problems with IQ Testsp. 8
Gifted or Talented beyond IQ Testsp. 9
Unique Testing Problems for Adolescentsp. 10
Achievement Testsp. 11
De-Stressing Testing Situationsp. 11
Conclusionp. 12
Teaching and Parenting Gifted Adolescentsp. 15
Characteristics of Gifted Childrenp. 16
Asynchronyp. 17
A Lack of Training for Teachersp. 18
Working with the Systemp. 19
Goals for Middle Schoolsp. 19
Characteristics of Influential Teachers of Gifted Middle School Studentsp. 21
Challenges of Teaching Gifted Adolescentsp. 23
Kidwatchingp. 24
Matching Teachers to Studentsp. 25
Parenting Middle School Studentsp. 26
Renew the Joy of Learning through Out-of-School Experiencesp. 27
Out-of-the-Classroom Opportunitiesp. 28
Personal, Goal-Centered Motivationp. 28
Building Interestp. 29
Emotion-Powered Learningp. 29
Communication Skills and Confidencep. 30
Higher-Level Thinkingp. 30
Living Historyp. 30
Geographyp. 31
Current Eventsp. 31
Novelty and Humorp. 31
Math Skillsp. 31
Visualizationp. 32
Primingp. 32
Recognize Progressp. 32
Use Feedbackp. 33
Play Togetherp. 33
Emotional Supportp. 33
Showing Trust Builds Confidence and Competencep. 36
Conclusionp. 37
The Neurology of Adolescencep. 39
Brain-Based Researchp. 39
Does the Research Prove, or Merely Suggest?p. 40
The Adolescent Growth Spurt-It's Also in Their Brainsp. 42
Plasticity and Pruningp. 44
Plasticity Researchp. 45
Pruningp. 46
Adolescent Pruningp. 47
Gifted Children's Delayed Frontal Pruningp. 48
Five Major Brain Parts for Adolescentsp. 51
Corpus Callosump. 51
Prefrontal Cortexp. 52
Basal Gangliap. 52
Amygdalap. 53
Cerebellump. 53
Looking into Gifted Brainsp. 54
Even Faster than Neuroimagingp. 58
Is Brain Development All Due to Environment?p. 59
The Future of Brain Mappingp. 60
Conclusionp. 61
Helping Students Overcome Barriers to Learning: Using Our Brainsp. 63
The Brain's Information Filters: RAS and Amygdalap. 63
Reticular Activating System (RAS)p. 64
Amygdalap. 66
The Amygdala in Adolescent Brainsp. 69
Dopamine-Pleasure Systemp. 70
Dopamine and Anticipated Pleasurep. 72
Risk, Reward, and Dopaminep. 73
Stress Hormonesp. 75
Syn-naps to Avoid Neurotransmitter Depletionp. 77
Connecting Neuro-Knowledge to Classroom Strategiesp. 79
Lower the Affective Filter and Raise the Resonancep. 80
The Stress of Being Giftedp. 81
Providing Gifted Students with Emotional Supportp. 83
Stress-Busting, Brain-Building Classroom Strategiesp. 84
Active Listeningp. 84
Build on What They Knowp. 84
Encourage Participation, Not Perfectionp. 85
Private Responsep. 86
Keep Students Engagedp. 86
Strategies to Promote the Dopamine-Pleasure-Attentive
State in Gifted Studentsp. 87
Make the Information Relevantp. 87
Offer Choice and Varietyp. 87
Provide Levels of Learningp. 88
Predict for Successp. 89
Stimulate Curiosityp. 90
Offer Chances to Express Creativityp. 91
Acknowledge Success without Stressp. 92
What Parents Can Do to Helpp. 92
Bibliotherapyp. 93
Role Playingp. 94
Teach Them to Do It on Their Ownp. 95
Reduce Comparisons and Praise Specificallyp. 95
Lessons Learnedp. 96
Conclusionp. 97
Memory-Building to Enhance Learningp. 99
Types of Memoryp. 100
Semantic Memoryp. 100
Emotional or Event Memoryp. 101
Working Memoryp. 104
Maintaining Long-Term Memoriesp. 107
The Efficiency of Memory Consolidationp. 109
Patterningp. 110
Analogies to Build Patternsp. 114
Patterning Activity to Build Scientific Vocabularyp. 114
Multisensory Inputp. 116
Research-Based Strategies for Memory Retentionp. 118
Moves to Increase Memory Retrievalp. 119
Executive Functions to Manipulate Informationp. 121
Visualizations for Mental Manipulationp. 123
Personalizingp. 124
Example of Personalization: Discussing Ethical Dilemmasp. 124
Teachable Momentsp. 125
Teachable Moments in the Ethics of Algebra: Classroom Examplep. 128
Parents Can Help Children Personalize Academic Studiesp. 129
Start with the Interesting Stuffp. 130
Take It Outsidep. 130
Delve into Debatep. 131
Q & Ap. 131
Compare and Contrastp. 131
Sleep Tight, Dendrites Ignitep. 132
Deep Sleep Grows Dendrites for Permanent Memoryp. 132
Middle School Years and Sleepp. 134
Conclusionp. 135
Structuring Instructional Opportunities for Gifted Studentsp. 137
Developmentally Planned Lessonsp. 137
Homogeneous vs. Heterogeneousp. 138
Homogeneous Groupings for Gifted Children's Social and Emotional Needsp. 140
Program Alternativesp. 141
Ability Groupingp. 142
Gifted Student Groupingsp. 143
Mixed Ability Groupingsp. 144
Enhancing Gifted Learning through Positive Social Interactionp. 145
Challenging Cooperative Work for Gifted Studentsp. 147
Sample Cooperative Project for Gifted Middle Schoolers: Math through Paleontologyp. 148
Classroom Community-Building to Liberate Gifted Studentsp. 149
Community-Building Strategiesp. 150
Maintaining Class Communityp. 151
Conclusionp. 153
Customizing Challenges for Giftsp. 155
Individualization of Instructionp. 156
Individual Intelligences and Learning Stylesp. 156
Linguistic Intelligencep. 157
Logical-Mathematical Intelligencep. 158
Visual-Spatial Intelligencep. 158
Musical-Rhythmic Intelligencep. 158
Tactile-Kinesthetic Intelligencep. 159
Interpersonal Intelligencep. 159
Intrapersonal Intelligencep. 159
Naturalist Intelligencep. 159
New Trends among the Intelligencesp. 160
The Larger and Overlapping Categoriesp. 160
Sequential or Analytical Learnersp. 161
Global Learnersp. 161
Exploratory Learnersp. 162
Learning Style-Compatible Teachingp. 162
Individualized Meaningp. 163
Differentiating Instructionp. 164
Guided Choicep. 165
Example of Choice in Learningp. 167
Too Much Choice?p. 169
Homeworkp. 170
Parent-to-Teacher Homework Feedbackp. 171
Journaling and Logsp. 172
Learning Logsp. 173
Literature Logsp. 174
Graphic Organizersp. 175
Venn Diagramsp. 175
Timelines or Chains of Eventsp. 175
Cause/Effect Visual Organizersp. 175
Webs or Map Organizersp. 176
Metacognition, or Thinking about Thinkingp. 176
Metacognition for Comprehensionp. 178
Metacognition to Build Lifelong Strategiesp. 179
Marshmallows and Goal-Directed Learningp. 181
Strategies to Build Goal-Directed Behaviorp. 182
Individualized Goal Settingp. 183
Rubricsp. 184
Planning Rubrics to Enhance Gifted Learningp. 185
Keeping Students on Track with Rubricsp. 186
What to Include in Rubricsp. 187
Rubrics with Challenge Optionsp. 188
Conclusionp. 191
Enriching Units of Study for Gifted Learnersp. 193
Cognitive Atrophy or Enhancement?p. 193
Creating Enriched Classroom Environmentsp. 194
Use Interests to Unwrap Giftsp. 197
Open Big to Stimulate Learningp. 199
Offer Appropriate Challengep. 200
Strategies to Promote Gifted Students to Challenge Themselvesp. 201
Activities to Increase Challenge for Gifted Studentsp. 202
Note-Taking/Note-Making Strategyp. 202
Ethnography Activityp. 203
Inspire Motivationp. 204
Motivation and Feedbackp. 205
Student-Centered Lessons and Open-Ended, Student-Centered Discussionsp. 209
Guidelines for Open-Ended, Student-Centered Discussionsp. 209
Student-Centered Discussion Topic: Discriminating Fact from Opinionp. 210
Discussions and Inquiry at Homep. 211
Turning Assessments into Learning Opportunitiesp. 213
Plan Assessments from the Startp. 214
Pre-Assessmentsp. 214
Make Assessment Expectations Clearp. 215
Spot Errors in Comprehension with Daily Individual Assessmentsp. 216
Testing Problemsp. 217
Conclusionp. 218
Extending Classroom Learning to Enhance Giftsp. 219
Extension Activities to Engage Gifted Studentsp. 220
Learning Contractsp. 221
Slowing Down Instead of Speeding Upp. 222
Extensions, Not Add-onsp. 222
Planning Independent Learning Extensionsp. 224
In-Class Lesson Extensionsp. 225
Mathematicsp. 227
Language Artsp. 229
Sciencep. 232
Historyp. 233
Pairing Gifted Students for Lesson Extensionsp. 236
Small Group Extensionsp. 237
History Example: Lincoln-Douglas Debatep. 237
Out-of-Class Extensionsp. 238
Mentoringp. 238
Competitionsp. 239
Video Game Extensionsp. 239
Cross-Curricular Investigations as Extension Activitiesp. 240
Cross-Curricular Study and Parent Participationp. 241
Conclusionp. 243
Concluding Thoughtsp. 245
Sample Activities for Enrichment and Extensionp. 249
Glossaryp. 263
Endnotesp. 271
Referencesp. 281
Indexp. 293
About the Authorp. 305
Table of Contents provided by Ingram. All Rights Reserved.

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