Methods And Materials For Teaching The Gifted

by Karnes, Frances A.; Bean, Suzanne M.

• ISBN13: 9781593630225
• ISBN10: 1593630220
• Edition: 2nd
• Format: Hardcover
• Copyright: 2005-01-01
• Publisher: Prufrock Pr

Summary

Methods and Materials for Teaching the Gifted, 2nd Edition offers strategies and resources for differentiating instruction for gifted learners. The book acts as an excellent introduction to gifted education curriculum planning, instructional unit design, evaluation, and teaching methods. This new edition expands upon the best-selling first edition with new chapters and fully updated information and research. The chapters of this comprehensive textbook are written by respected leaders in the field of gifted education. The authors review the needs of gifted learners, curricular planning and evaluation, instructional practices, and ongoing enhancement and support of gifted programs. Chapters include topics such as differentiated curricular design, process skills development, building instructional units that challenge students, and evaluating learner outcomes. Also, instructional practices such as problem-based learning, creative teaching strategies, independent study, mentorships, classroom simulations, and more are addressed.

Table of Contents

Introduction to the Second Edition	xv
Acknowledgements	xvii
Section I: Characteristics and Needs of Gifted Learners
The Varied and Unique Characteristics Exhibited by Diverse Gifted and Talented Learners	3	(34)
Sally M. Reis
Melissa A. Small
Giftedness and Talent: An Introduction	5	(3)
Characteristics of Individuals With High Intellectual Ability or Creative Potential	8	(5)
Characteristics of Individuals With High Creative Ability or Potential	13	(2)
Developmental Considerations in Recognizing Traits of Talented Students	15	(2)
Diverse Characteristics of Special Populations of Gifted and Talented Learners	17	(10)
Understanding the Diverse Ways in Which Talents and Gifts Emerge and Develop	27	(3)
Teacher Statement	30	(1)
Discussion Questions	31	(1)
References	32	(5)
Planning the Learning Environment	37	(38)
Barbara G. Hunt
Robert W. Seney
The Modifications	38	(1)
The Responsive Learning Environment	39	(4)
Understanding Giftedness	43	(1)
Assessment of Gifted Students	44	(10)
The Teacher of the Gifted	54	(3)
Counseling Needs of the Gifted Learner	57	(2)
Behavior and Classroom Management	59	(4)
Summary	63	(1)
Teacher Statement	64	(1)
Discussion Questions	65	(1)
Teacher Resources	66	(4)
References	70	(5)
Section II: Instructional Planning and Evaluation
An Analysis of Gifted Education Curricular Models	75	(32)
Joyce Van Tassel-Baska
Elissa F. Brown
History of Curricular Models	75	(1)
Definition of a Curricular Model: Subjects for Analysis	76	(2)
Methodology	78	(1)
The Curricular Models	79	(12)
Key Findings	91	(1)
Conclusions	92	(2)
Teacher Statement	94	(1)
Discussion Questions	95	(1)
Teacher Resources	96	(5)
References	101	(6)
Layering Differentiated Curricula for the Gifted and Talented	107	(26)
Sandra N. Kaplan
A History of Differentiated Curricula: A Perspective	108	(5)
The Layered Approach to Differentiating the Core Curriculum	113	(13)
Implementing the Layered Curriculum	126	(2)
Conclusion	128	(1)
Teacher Statement	129	(1)
Discussion Questions	130	(1)
References	131	(2)
Process Skills and the Gifted Learner	133	(18)
Robert W. Seney
Process Modifications	135	(2)
Critical Thinking	137	(1)
The Constructivist Perspective	138	(1)
Process Skills	139	(7)
Summary	146	(1)
Teacher Statement	147	(1)
Discussion Questions	147	(1)
Teacher Resources	148	(1)
References	149	(2)
Product Development for Gifted Students	151	(28)
Kristen R. Stephens
Frances A. Karnes
What is a Product?	152	(1)
The Importance of Product Development in Gifted Education	152	(1)
Types of Products	153	(2)
Design and Product Development	155	(2)
Stages of Product Development	157	(8)
Communication Through Products	165	(6)
How to Foster Product Development in the Classroom	171	(3)
Summary	174	(1)
Teacher Statement	175	(1)
Discussion Questions	175	(1)
Teacher Resources	176	(2)
References	178	(1)
Writing Units That Remove the Learning Ceiling	179	(32)
Julia Link Roberts
Richard A. Roberts
Planning the Unit	181	(1)
Model of the Relationship of Unit Components	182	(1)
Steps in Planning a Unit	183	(6)
The Learning Experiences: Building Blocks of the Unit	189	(16)
Teacher Statement	205	(1)
Discussion Questions	206	(1)
Teacher Resources	207	(2)
References	209	(2)
Making the Grade or Achieving the Goal? Evaluating Learner and Program Outcomes in Gifted Education	211	(38)
Caroly M. Callahan
The Importance of Careful Assessment of Learning Outcomes	212	(2)
Planning for Good Classroom Evaluation	214	(3)
The Cognitive Dimension: Content, Process, and Product Outcomes	217	(8)
Creating or Selecting the Tools to Use in Classroom Assessment	225	(6)
The Importance of Evaluating Programs for Gifted Students	231	(4)
Assessment of Other Program Components	235	(6)
The Instructional Circle	241	(1)
Teacher Statement	242	(1)
Discussion Questions	243	(1)
References	244	(5)
Section III: Strategies for Best Practices
Teaching Analytical and Critical Thinking Skills in Gifted Education	249	(36)
Sandra Parks
Analytical and Critical Thinking for Gifted Students	250	(6)
Approaches to Teaching Analytical and Critical Thinking	256	(19)
Assessing Analytical and Critical Thinking	275	(4)
Teacher Statement	279	(1)
Discussion Questions	280	(1)
Teacher Resources	281	(2)
References	283	(2)
Adapting Problem-Based Learning for Gifted Students	285	(28)
Shelagh A. Gallagher
Matching Curriculum and Characteristics: Gifted Students and Problem Solving	285	(4)
Problem-Based Learning: A Promising Road to Expertise	289	(3)
Adapting PBL for Gifted Students: New Applications of Familiar Recommendations	292	(7)
Where and When to Use PBL	299	(4)
Teacher Statement	303	(2)
Discussion Questions	305	(1)
Teacher Resources	306	(4)
References	310	(3)
Developing Creative Thinking	313	(40)
Bonnie Cramond
Who is Creative?	317	(1)
Enhancing Creativity Through the Environment	318	(3)
Strategies for Promoting Creativity in the Classroom	321	(17)
Competitions	338	(2)
The Incubation Model	340	(3)
Summary	343	(1)
Conclusion	344	(1)
Teacher Statement	345	(1)
Discussion Questions	346	(1)
Teacher Resources	347	(2)
References	349	(4)
Developing Research Skills in Gifted Students	353	(26)
Barbara Moore
Historical Perspective	356	(2)
Program Models	358	(1)
The Research Process	359	(1)
Steps in the Research Process	360	(9)
Evaluating Student Researchers	369	(1)
Research and Gifted Students With Learning Disabilities	370	(1)
Conclusions	371	(1)
Teacher Statement	372	(1)
Discussion Questions	373	(1)
Teacher Resources	374	(2)
References	376	(3)
Teaching Gifted Students Through Independent Study	379	(30)
Susan K. Johnsen
Krystal K. Goree
Independent Study Models	380	(7)
Guidelines for Independent Study	387	(2)
Steps in Independent Study	389	(8)
Conclusion	397	(1)
Teacher Statement	398	(2)
Discussion Questions	400	(1)
Teacher Resources	401	(6)
References	407	(2)
Affective Education: Addressing the Social and Emotional Needs of Gifted Students in the Classroom	409	(30)
Stephanie A. Nugent
What Is Affective Education?	409	(8)
Why Include Affective Education in the Curriculum?	417	(1)
How Can the Affective Domain Be Addressed in the Classroom?	418	(8)
Closing Thoughts	426	(2)
Teacher Statement	428	(1)
Discussion Questions	428	(1)
Teacher Resources	429	(7)
References	436	(3)
Developing the Leadership Potential of Gifted Students	439	(34)
Suzanne M. Bean
Frances A. Karnes
Definitions of Leadership	440	(1)
Theories of Leadership	441	(1)
Changing Generations and Paradigms	442	(2)
Current Research on Leadership and Youth	444	(1)
Leadership and Giftedness	445	(1)
Screening and Identification of Gifted Leaders	446	(6)
Instructional Programs and Materials for Leadership	452	(4)
Incorporating Leadership Into the Curriculum for Gifted Students	456	(4)
Summary	460	(1)
Teacher Statement	461	(1)
Discussion Questions	462	(1)
Teacher Resources	463	(4)
References	467	(6)
Extending Learning Through Mentorships	473	(46)
Del Siegle
D. Betsy McCoach
Definition of a Mentorship	475	(1)
The Effectiveness of Mentorships	476	(1)
Benefits to Mentors	477	(1)
Mentoring at Different Ages	478	(1)
Mentoring Underserved Populations	479	(3)
Telementoring	482	(2)
Establishing a Mentorship Program	484	(23)
An Example of a Secondary Level Mentoring Program Design	507	(2)
Conclusion	509	(2)
Mentorship in Action	511	(1)
Discussion Questions	512	(1)
Teacher Resources	513	(2)
References	515	(4)
Cooperative Learning and Gifted Learners	519	(24)
Mary Ruth Coleman
Cooperative Learning Models	520	(1)
Cooperative Learning With Gifted Students	521	(1)
Special Factors to Consider	522	(3)
Strategies for Cooperative Learning With Gifted Students	525	(2)
Sample CL Activities for Different Grades and Settings	527	(7)
Role of the Teacher	534	(1)
Conclusion	534	(1)
Teacher Statement	535	(1)
Discussion Questions	536	(1)
Teacher Resources	537	(3)
References	540	(3)
Teaching the Gifted Through Simulation	543	(34)
Dorothy Sisk
Background and Definitions	543	(4)
Why is Simulation Effective for Gifted Students?	547	(3)
Major Benefits for Gifted Students Derived From Simulation Games	550	(3)
Examples of Simulation Games	553	(3)
A Comparison of Elements of Simulations Games	556	(1)
Using Simulation Effectively	557	(1)
Designing a Simulation Game	558	(4)
Situations in Which Simulation Games Are Useful	562	(1)
Benefits and Outcomes From Using Simulation Games	563	(1)
Comparison With Other Teaching Methods	563	(1)
Conclusion	564	(2)
Teacher Statement	566	(1)
Discussion Questions	567	(1)
Teacher Resources	568	(5)
References	573	(4)
Section IV: Supporting and Enhancing Gifted Programs
Teaching Gifted and Talented Students in Regular Classrooms	577	(38)
Tracy L. Riley
Not Just Gifted on Wednesdays	578	(2)
Qualitative Differentiation	580	(2)
Getting to Know Gifted and Talented Students	582	(4)
Putting the Theory Into Practice	586	(21)
Other Issues in Educating Gifted and Talented Students in the Regular Classroom	607	(2)
Conclusion	609	(1)
Discussion Questions and Activities	610	(1)
Teacher Resources	611	(2)
References	613	(2)
Public Relations and Advocacy for the Gifted	615	(42)
Joan D. Lewis
Frances A. Karnes
Definition of Terms	616	(1)
Rationale for Public Relations in Gifted Education	616	(2)
Targeting Your Audience	618	(2)
Public Relations Strategies	620	(7)
Basic Planning for Effective Public Relations	627	(3)
The Message	630	(1)
Talent Identification	631	(7)
Involving Others	638	(2)
Use of Organizers	640	(2)
Involving Other Constituencies	642	(7)
Summary	649	(1)
Teacher Statement	650	(1)
Discussion Questions	651	(1)
Teacher Resources	652	(3)
References	655	(2)
Teaching on a Shoestring: Materials for Teaching Gifted and Talented Students	657	(44)
Tracy L. Riley
Differentiated Materials	658	(1)
Materials and Criteria for their Selection	659	(7)
The Search for Materials	666	(9)
Free and Inexpensive Materials	675	(3)
The Search for Free and Inexpensive Materials	678	(2)
Tips for Teachers and Their Students	680	(2)
A Sampling of Free (or Almost Free) Ideas	682	(3)
Tying It All Together	685	(2)
Teacher Statements	687	(1)
Discussion Questions and Activities	688	(1)
Teacher Resources	689	(10)
References	699	(2)
Getting What You Need: Locating and Obtaining Money and Other Resources	701	(20)
Kristen R. Stephens
Frances A. Karnes
Status of Federal Funding For Gifted Education	701	(2)
Types of Funding	703	(1)
Developing an Idea	704	(1)
Locating a Funding Source	704	(3)
Analyzing Sources	707	(1)
Major Components of a Grant Proposal	708	(2)
Sources of Funding in Your Community	710	(1)
Creative Fundraising	710	(2)
Old Strategies/New Practices	712	(1)
Conclusion	713	(1)
Teacher Statement	714	(1)
Discussion Questions	715	(1)
Teacher Resources	716	(4)
References	720	(1)
About the Authors	721	(8)
Index	729