Comprehensive Curriculum For Gifted Learners

, by VanTassel-Baska, Joyce; Stambaugh, Tamra

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ISBN: 9780205388653 | 0205388655
Cover: Hardcover
Copyright: 7/27/2005

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Comprehensive Curriculum for Gifted Learnersprovides a theoretical, research-based framework and practical ideas for writing, implementing, and adapting curriculum for gifted learners in a standards-based era.#xA0; #xA0; Readers are first introduced to various curriculum theories, the Integrated Curriculum Model, curriculum reform, and a process for curriculum design and development, culminating in examples of key curriculum products.#xA0; #xA0; Specific core subject areas and non-core subject areas (including thinking skills, creativity, leadership, and the arts) are addressed with practical examples and connections to standards with adaptations for gifted learners.#xA0; At-risk populations, connections to technology, interdisciplinary approaches, assessment options, and instructional and classroom management strategies are also emphasized and discussed in detail.#xA0;

Preface

xvii

PART I THE PROCESS OF CURRICULUM MAKING

Curriculum for the Gifted: Past, Present, and Future Directions

(16)

The Forces That Drive Curriculum

(2)

A Curriculum Philosophy for the Gifted

(3)

Research on Curriculum for the Gifted

(2)

Curriculum Dimensions for the Gifted

(4)

Conclusion

(1)

References

(4)

Curriculum Design Issues in Developing a Curriculum for the Gifted

(14)

Gifted Learner Characteristics: A Prelude to Differentiated Curriculum Dimensions

(1)

Content, Process and Product, and Concept Dimensions

(9)

Assessment: Measuring Student Outcomes

(2)

Conclusion

(1)

Questions for Discussion

(1)

References

(1)

Curriculum Development Processes

(15)

The Process of Curriculum Development

(3)

Gifted Program Goals

(1)

Perspectives on the Needs of the Field

(1)

Collaboration in Curriculum Development

(2)

Testing the Curriculum

(1)

Professional Development

(1)

Final Considerations

(2)

Conclusion

(1)

Questions for Discussion

(1)

References

(2)

Developing Key Curriculum Products

(32)

Scope and Sequence Development

(4)

Developing Individualized Educational Plans (IEPs) for Gifted Learners

(4)

Effective Implementation Through Collaboration

(1)

Selecting Appropriate Curriculum Materials

(2)

Alignment to Content Standards

(2)

Curriculum Writing: Unit Development

(1)

Conclusion

(1)

Questions for Discussion

(1)

References

(1)

Appendix 4A: A Scope and Sequence of the Granite School District Language Arts Curriculum for Gifted and Talented K-12

(5)

Appendix 4B: A Scope and Sequence of Research Skills

(2)

Appendix 4C: Grand Rapids Public Schools Spectrum Program Scope and Sequence in Affective Skills

(2)

Appendix 4D: Case Study and Iep

(5)

Appendix 4E: Sample Unit Lesson---The Concepts of Harmony and Discord

(3)

PART II ADAPTING CURRICULUM TO GIFTED LEARNER NEEDS IN CORE DOMAINS

Differentiating Curriculum: The Process

(8)

Introduction

(1)

What is a Differentiated Curriculum?

(1)

Application Features of a Differentiated Curriculum

(5)

Conclusion

(1)

References

(1)

Reading and Language Arts Curriculum for the Gifted Learner

(20)

Introduction

(1)

Considerations for Teaching and Learning Reading and Language Arts

(6)

Connectivity to Standards in Reading and Language Arts

(1)

Interdisciplinary Connections in Reading and Language Arts

(4)

Accommodating at-Risk Gifted Students in Reading

(4)

Programming Considerations for Language Arts

102

(1)

Conclusion

103

(1)

Questions for Discussion

104

(1)

References

104

(2)

Language Study for Gifted Learners

106

(16)

Introduction

107

(1)

Considerations for Teaching and Learning in Language Studies

108

(5)

Interdisciplinary Connections Via Foreign Languages

113

(5)

Accommodating At-Risk Gifted Learners in Language Study

118

(1)

Programming Considerations for Language Study

118

(1)

Conclusion

119

(1)

Questions for Discussion

120

(1)

References

120

(2)

Mathematics Curriculum for the Gifted Learner

122

(18)

Introduction

123

(1)

Considerations for Teaching and Learning in Mathematics

123

(10)

Connectivity to Standards in Mathematics

133

(1)

Interdisciplinary Connections in Mathematics

133

(1)

Accommodating At-Risk Populations in Mathematics

134

(2)

Considerations for Implementing Programs for the Mathematically Gifted

136

(1)

Conclusion

137

(1)

Questions for Discussion

137

(1)

References

138

(1)

Appendix 8A: Selected Mathematical Contest and Talent Search Contact Information

139

(1)

Social Studies Curriculum and the Gifted Learner

140

(18)

Introduction

141

(1)

Considerations for Teaching and Learning Social Studies

142

(8)

Connectivity To Standards In Social Studies

150

(2)

Interdisciplinary Connections In Social Studies

152

(1)

Accommodating At-Risk Gifted Populations In Social Studies

153

(1)

Considerations for the Implementation of Gifted Programs

154

(2)

Conclusion

156

(1)

Questions for Discussion

156

(1)

References

157

(1)

Science Curriculum for the Gifted

158

(18)

Introduction

159

(2)

Considerations for Teaching and Learning in Science

161

(6)

Connectivity to Standards in Science

167

(2)

Interdisciplinary Connections

169

(1)

Accommodating At-Risk Populations In Science

170

(2)

Considerations for Implementing Gifted Programs In Science

172

(1)

Conclusion

173

(1)

Questions for Discussion

173

(1)

References

174

(2)

PART III ADAPTING CURRICULUM TO GIFTED LEARNER NEEDS IN NON-CORE DOMAINS

Leadership Curriculum for the Gifted

176

(18)

Introduction

176

(1)

Leadership and Intelligence: Is There A Relationship?

177

(1)

Curriculum Within the Cognitive Domains

178

(6)

Transferring Curriculum Activities to the Leadership Domain

184

(6)

Applications for Leadership Within the Context of the Classroom

190

(2)

Conclusion

192

(1)

Questions for Discussion

192

(1)

References

193

(1)

Arts Curriculum for the Gifted

194

(17)

Differentiating Curriculum In the Arts

195

(1)

Use of Arts Standards By the Gifted Community

196

(2)

The Relationship of the Arts to Cognition

198

(1)

The Role of the Arts in Affective Development

199

(3)

Aesthetic Experiences for Enhancing Instructional Processes

202

(5)

Curriculum Integration In The Arts

207

(1)

Conclusion

208

(1)

Questions for Discussion

208

(1)

References

209

(2)

Affective Curriculum and Instruction for Gifted Learners

211

(16)

Affective Components In A Gifted Curriculum

213

(3)

Emotional Intelligence

216

(6)

Learner Characteristics of Low-Income and Minority Students

222

(1)

Tailoring Affective Curriculum and Instruction for Low-Income and Minority Students

223

(1)

Conclusion

224

(1)

Questions for Discussion

224

(1)

References

225

(2)

Developing Interdisciplinary Curriculum through Humanities Study

227

(19)

Humanities As Concept-Based Curriculum

231

(1)

The Teaching of Concepts

231

(3)

The Study of Philosophy

234

(1)

Key Questions Regarding the Humanities

235

(3)

The Learner In the Context of the Humanities

238

(1)

Creativity In the Humanities Curriculum

239

(1)

Issues In Implementing Interdisciplinary Curricula for the Gifted

240

(3)

Selected Materials for Use In Humanities Programs for the Gifted

243

(1)

Conclusion

244

(1)

Questions for Discussion

244

(1)

References

244

(2)

Accommodating Special Populations of Gifted Students through Tailored Curriculum Experiences

246

(15)

Introduction

246

(1)

Twice-Labeled Gifted Students

247

(1)

The Learning Disabled and Gifted Student

247

(3)

Adhd and Gifted

250

(3)

Underrepresented Gifted Learners

253

(3)

Considerations for Curriculum and Programming

256

(1)

Conclusion

257

(1)

Questions for Discussion

258

(1)

References

258

(3)

PART IV SCAFFOLDING INSTRUCTION TO SUPPORT DIFFERENTIATED CURRICULUM

Teaching Critical Thinking, Problem Solving, and Research

261

(14)

Use of Models

262

(4)

Problem Solving

266

(2)

Creative Problem Solving

268

(1)

Metacognition

269

(1)

Teaching Research

270

(1)

Noncognitive Aspects of Thinking

271

(1)

Constructing Thinking-Skill Programs In Schools

272

(1)

Conclusion

273

(1)

Questions for Discussion

273

(1)

References

273

(2)

Teaching Creativity

275

(15)

Use of Models

276

(3)

Applications of Creativity to Curriculum and Instruction

279

(2)

The Teaching of Creativity

281

(3)

Use of Creativity Instruments With At-Risk Gifted Populations

284

(2)

Issues in Emphasizing Creativity in Gifted Programs

286

(1)

Conclusion

287

(1)

Questions for Discussion

287

(1)

References

288

(2)

Using Technology to Supplement Gifted Curriculum

290

(19)

Introduction

290

(1)

Research and Rationale for Gifted Learners and Differentiation

291

(2)

Technology Options That Support Gifted Student Needs and Characteristics

293

(8)

Software and the Gifted Child

301

(1)

Hardware and the Gifted Child

302

(2)

Using Technology to Support Teachers and Parents of Gifted Children

304

(1)

Considerations In Using Technology With the Gifted

305

(1)

Conclusion

306

(1)

Questions for Discussion

307

(1)

References

307

(2)

Instructional Strategies in Programs for the Gifted

309

(18)

Introduction

309

(1)

A Model for Applying Strategies in Gifted Classrooms

310

(2)

Question-Asking Strategies And Models: The Socratic Method

312

(6)

Productive Complex Strategies

318

(3)

Project Work

321

(1)

Reading Strategies Across the Curriculum for the Gifted

322

(1)

Homework As A Deliberate Strategy

322

(1)

Computer-Based Learning

323

(1)

Consultation and Collaborative Approaches

324

(1)

Conclusion

325

(1)

Questions for Discussion

325

(1)

References

325

(2)

Instructional Management Strategies for Effective Curriculum Implementation

327

(19)

Grouping

328

(3)

Acceleration

331

(1)

Diagnostic-Prescriptive Approaches and Compacting

332

(4)

Time Management

336

(2)

Record Keeping

338

(4)

Conclusion

342

(3)

Questions for Discussion

345

(1)

References

345

(1)

PART V THE PROCESS OF CURRICULUM CHANGE

Assessment of Gifted Student Learning

346

(15)

Problems In Assessing Gifted Student Learning

347

(1)

Assessing Learning Through Multiple Approaches

348

(3)

On-Level Standardized Assessment

351

(2)

Portfolios

353

(1)

Performance Assessment

354

(1)

Curriculum Evaluation

355

(2)

Utility of Results

357

(1)

Conducting Curriculum Evaluations

358

(1)

Conclusion

359

(1)

Questions for Discussion

359

(1)

References

359

(2)

Educational Leadership in Gifted Programs

361

(14)

What Matters in Effective Instructional Leadership of Gifted Programs?

361

(2)

Leadership for Gifted: Leading In the Middle

363

(6)

Leadership for Gifted: Making Change Happen

369

(2)

Specific Suggestions for Systemic Change and Growth In Gifted Programs

371

(2)

Conclusion

373

(1)

Questions for Discussion

373

(1)

References

374

(1)

Epilogue: A Vision of Comprehensive Articulated Curriculum for Gifted Learners

375

(5)

Recommendations and Guidelines for Practitioners In Curriculum Development

376

(3)

Conclusion

379

(1)

Appendix A: Performance Assessment Examples

380

(5)

Appendix B: The William and Mary Classroom Observation Scales, Revised

385

(10)

Appendix C: Curriculum Assessment Overall Rating Form

395

(8)

Index

403

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Comprehensive Curriculum For Gifted Learners

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Comprehensive Curriculum For Gifted Learners

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