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080116s2007 xxua e b 000 0 engxd |
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|a2006031199
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|a0910707766 ((pbk.))
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|a9780910707763
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|a20060311 9
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|aTMUE|beng|cTMUE|dTMUE
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|aLC3993.9|bL43 2007
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|a371.95|222
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|a371.95
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|aLeavittMonita R|d1949
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10
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|aBuilding a gifted program : |bidentifying and educating gifted students in your school / |cMonita R. Leavitt
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250 |
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|a1st ed
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260 |
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|aScottsdale, AZ : |bGreat Potential Press, |c2007
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300 |
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|axii, 133 p : |bill ; |c28 cm + |e+ 1 CD-ROM (4 3/4 in.)
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504 |
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|aIncludes bibliographical references
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505 |
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|aWhat brain research tells us. Are intelligence and brain development genetically determined? Changing our view of intelligence. Brain strategies to chunk and connect information. How does the brain change when we learn something? Relevance for the curriculum--Why you need a model. A model will help you. Five simple steps. Definitions of gifted determine legal responsibility. Determine teacher competencies. Develop a plan. Create ownership by building partnerships. Evaluate your model for a reality check--Gifted : more than one definition. Definition of giftedness. Gardner's Multiple Intelligences Model (MI). Tannenbaum's psychosocial approach-gifted reasoning : an inclusive approach. Renzulli's three-ring concept, and two types of giftedness. Characteristics of gifted children--Who are your gifted students? True or false? Comparing the high achiever, gifted learner, and creative thinker. Gifted in special populations. Identifying gifted minority students. Identifying gifted students with multiple exceptionalities. Gifted children at risk. Effects of high intelligence on learning. Five levels of giftedness--Identifying gifted students. The screening process. The screening committee. Begin a talent pool search through nominations. Develop a talent pool through achievement tests. Using ability tests. Multiple criteria : putting the pieces together--Building a gifted program. Basic issues. Match the program with the gifted child : instructional management. Services for high potential children. Compact the curriculum. Motivate with independent study. Good practices reflect gifted standards. Accelerating students. Involving parents--Reaching gifted with differentiation. The stretch. Be mindful of the whole child. How to begin differentiation. Proceed with caution. The changing role of the teacher. Managing a differentiated classroom. making learning personal and relevant--Implementing the model. Define your vision and examine your dream. Nurture the
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|aGifted children|xEducation|zUnited States
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|aGifted children|zUnited States|xIdentification
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|aGifted children|xPsychology
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